Greg Ashman—author of multiple books including A Little Guide for Teachers: Cognitive Load Theory, deputy principal, and professor—sits down with Susan Lambert on this episode to discuss cognitive load theory and how it applies to how students learn and how to best teach them. Together their conversation covers cognitive load theory, including an exploration of working memory and long-term memory; intrinsic load and extraneous load; biologically primary vs. biologically secondary knowledge; and how to apply these concepts in the classroom. Ashman also provides listeners with helpful advice on ensuring their teaching practices are based on evidence. Show Notes:Book:  “A Little Guide for Teachers: Cognitive Load Theory” by Greg AshmanRead: Greg Ahsman’s “Quick Insight Series” Subscribe: Greg Ashman’s Substack “Filling The Pail” Read: Barak Rosenshine’s “Principles of Instruction” Quotes:“I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.”—Greg Ashman“This idea that kids don't need to know anything anymore, they just need to practice skills is really quite a pernicious and damaging idea.”—Greg Ashman“Think about the teaching methods that you're being presented with. Ask about the evidence and question whether this is really the optimal way of teaching literacy or whatever it is, or whether it's more based on wishful thinking.”—Greg AshmanEpisode Timestamps*02:00: What Works Clearinghouse Practice Guide04:00: Reading Comprehension: What it is and what it isn’t09:00: How could we mess up background knowledge?13:00: The relationship between vocabulary and knowledge building21:00: Word knowledge and world knowledge, especially in the upper grades24:00: Strategy of asking and answering questions26:00: Text matters27:00: Integrating stretch text31:00: Collaborative strategic reading39:00: Project PACT*Timestamps are approximate, rounded to nearest minute