Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning |
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| Institution: | 1. Department of Chemical Engineering, Imperial College London, South Kensington Campus, London SW7 2AZ, United Kingdom;2. Institute of High Performance Computing, Agency for Science, Technology and Research (A?STAR), 1 Fusionopolis Way, #16-16 Connexis, Singapore 138632, Singapore;1. Department of Educational Development and Research, Maastricht University, The Netherlands;2. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;3. Interdisciplinary Educational Research Institute, University of Wollongong, Australia |
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| Abstract: | Load reduction instruction (LRI) is an instructional approach aimed at managing the cognitive burden on students in the initial stages of learning; then, as fluency and automaticity develop, students are encouraged to engage in guided independent learning. LRI comprises five factors: difficulty reduction, support and scaffolding, practice, feedback, and guided independence. This study examined an instrument (the Load Reduction Instruction Scale, LRIS) aimed at assessing these five factors. Among a sample of high school students from 40 classrooms, findings supported the validity of the LRIS, the conceptualising underpinning it, and its potential to guide instructional practice. |
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| Keywords: | Load reduction instruction Load Reduction Instruction Scale Cognitive load Explicit instruction Discovery learning Psychometrics Substantive-methodological synergy |
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