Also, recently Sweller has added in the notion of 'embodied cognition' which may interest you regarding music.
One of the major critiques of CLT is that it has changed when presented with conflicting evidence (eg Dr Christian Bokhove)
Sam mentioned Hattie's promotion of Direct Instruction which is true, but people should go deeper into Hattie's work as there are many contradictions, e.g Hattie lists Problem Solving Teaching with an effect size of 0.61 higher than Direct Instruction which was 0.59 Hattie never mentions this in his clever narratives. Hattie's league table from Visible Learning here - https://visablelearning.blogspot.com/p/hatties-rankings.html
thanks, hopefully you will also cover the Expert Reversal Effect as a major part of CLT & useful for teachers - Michael Pershan has written a history of how CLT has changed - https://cognitiveloadtheory.wordpress.com/the-expertise-reversal-effect/.
Also, recently Sweller has added in the notion of 'embodied cognition' which may interest you regarding music.
One of the major critiques of CLT is that it has changed when presented with conflicting evidence (eg Dr Christian Bokhove)
Sam mentioned Hattie's promotion of Direct Instruction which is true, but people should go deeper into Hattie's work as there are many contradictions, e.g Hattie lists Problem Solving Teaching with an effect size of 0.61 higher than Direct Instruction which was 0.59 Hattie never mentions this in his clever narratives. Hattie's league table from Visible Learning here - https://visablelearning.blogspot.com/p/hatties-rankings.html
Thanks George. I'll have a look at this stuff. Gotta get my right ear fixed today then I'll get onto it. Phil