Sitting in the corners, trying to get a sense of what it’s like for the student next to me to follow the lesson discourse, engage, connect and learn…. I’m often reminded of my friend and colleague Oliver Caviglioli’s assertion that much if not all of cognitive load theory boils down to the problem of transience: information presented so fleetingly that’s hard to hold onto; our working memory can’t process it fast enough before it’s gone.
I see this played out time and time again and I think it could be something teachers were much more explicitly conscious of. There are two common scenarios:
1. Verbal transience
2. Visual Transience
