Why Routines Matter More Than Cute Classroom Décor!
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Why Routines Matter More Than Cute Classroom Décor!
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What if the routines and environment we create in our classrooms could actually make learning easier?
In this episode of The Connected Classroom, we explore cognitive load, automaticity, and attention, and what the research tells us about classroom routines, visual distractions, and the demands we place on students’ working memory.
Join us as we unpack the research and consider practical ways to create classrooms that feel welcoming, predictable, and easier for students to navigate.
Research discussed in this episode:
Feldon, D. F. (2007). Cognitive load and classroom teaching: The double-edged sword of automaticity. Educational Psychologist, 42(3), 123–137. https://doi.org/10.1080/00461520701416173
Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362–1370. https://doi.org/10.1177/0956797614533801
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5