CLEAR EXPLANATIONS
Expert Insights.
Bite-size interviews from Clear Explanations experts to dig deeper into what you've learnt and how to apply it to your teaching practice.
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CRAIG BARTON
What is the most important aspect of a good explanation?
Craig's top tips for using clear explanations in the classroom.
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CRAIG BARTON
How to improve the clarity and depth of explanations
Craig emphasises how planning explanations in advance can improve them.
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CRAIG BARTON
Should you differentiate when providing an explanation?
Craig suggests that the worst time to
differentiate is during an explanation.
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CRAIG BARTON
How to check for student understanding
Craig shares how he uses “The three phases of
questioning”.
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DR KRIPA SUNDAR
Are irrelevant details a barrier to learning in the classroom?
Learn about what counts as "interesting and irrelevant" information and how to maintain learning objectives in class.
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DR PHIL NEWTON
How to avoid seductive details when designing PowerPoints
Professor Newton suggests how PowerPoints should be designed with the limitations of working memory in mind.
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DR PHIL NEWTON
Should animations be used in PowerPoints?
Professor Newton discusses the potential
pitfalls of using animations as they can take attention away from the learning objectives.
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JADE PEARCE
What makes a clear explanation?
Jade discusses what makes a clear and effective explanation.
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Watch here
CRAIG BARTON
What is the most important aspect of a good explanation?
Craig's top tips for using clear explanations in the classroom.
Watch here
Watch here
CRAIG BARTON
How to improve the clarity and depth of explanations
Craig emphasises how planning explanations in advance can improve them.
Watch here
Watch here
CRAIG BARTON
Should you differentiate when providing an explanation?
Craig suggests that the worst time to
differentiate is during an explanation.
Watch here
Watch here
CRAIG BARTON
How to check for student understanding
Craig shares how he uses “The three phases of
questioning”.
Watch here
Watch here
DR KRIPA SUNDAR
Are irrelevant details a barrier to learning in the classroom?
Learn about what counts as "interesting and irrelevant" information and how to maintain learning objectives in class.
Watch here
Watch here
DR PHIL NEWTON
How to avoid seductive details when designing PowerPoints
Professor Newton suggests how PowerPoints should be designed with the limitations of working memory in mind.
Watch here
Watch here
DR PHIL NEWTON
Should animations be used in PowerPoints?
Professor Newton discusses the potential
pitfalls of using animations as they can take attention away from the learning objectives.
Watch here
Watch here
JADE PEARCE
What makes a clear explanation?
Jade discusses what makes a clear and effective explanation.
Watch here
Watch here
JADE PEARCE
I do, We do, You do: How to know when to progress to the next stage
Jade discusses the "I do, we do, you do"
instructional model and emphasises the importance of building in checks for
understanding throughout the process.
Watch here
Watch here
JADE PEARCE
I do, We do, You do: How to know when to progress to the next stage
Jade discusses the "I do, we do, you do"
instructional model and emphasises the importance of building in checks for
understanding throughout the process.
Watch here
Watch here
JADE PEARCE
How to overcome the transient information effect
Jade discusses the impact of transient information (such as verbal instruction) on
cognitive load.
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JADE PEARCE
How to overcome the transient information effect
Jade discusses the impact of transient information (such as verbal instruction) on
cognitive load.
Watch here
Watch here
DR ZACH GROSHELL
How does Cognitive Load Theory apply to teaching?
Learn about why applying Cognitive Load Theory to the classroom is vital to effective teaching practice.
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Watch here
DR ZACH GROSHELL
How does Cognitive Load Theory apply to teaching?
Learn about why applying Cognitive Load Theory to the classroom is vital to effective teaching practice.
Watch here
Watch here
DR ZACH GROSHELL
What are Worked Examples?
Top tips for using Worked Examples in the classroom.
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Watch here
DR ZACH GROSHELL
What are Worked Examples?
Top tips for using Worked Examples in the classroom.
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CLAUDIA ALLAN
When should you use Examples and Non-examples?
Claudia discusses what "examples" and "non-examples" are and when to use them.
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CLAUDIA ALLAN
When should you use Examples and Non-examples?
Claudia discusses what "examples" and "non-examples" are and when to use them.
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CLAUDIA ALLAN
How to maximise Examples vs Non-examples
Claudia suggests how to use “examples” and “non-examples”
effectively.
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Watch here
CLAUDIA ALLAN
How to maximise Examples vs Non-examples
Claudia suggests how to use “examples” and “non-examples”
effectively.
Watch here
Watch here
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Cognitive Load Theory
Cognitive Load Theory highlights that all information first has to go through our working memory, which has a limited capacity. Too much information can overload students' brain, which can hinder or even completely halt transfer to their long-term memory – which is where learning happens.