Throughout my career, teaching to the middle meant focussing, unintentionally or as a means of survival, on the needs of those pupils whose attainment was at or around the mode for the class. Pupils whose attainment was higher or lower tended to be less well catered for.
This is the second part of a post; the first part is: Cognitive Load Theory Updated; 20 Years On – Our Cognitive Architecture (with a downloadable resource by Oliver Caviglioli – see below). Continue reading