> [!abstract] Core Concepts > Booklets provide advantages for teaching and learning because they: > - **Reduce extraneous cognitive load**: Eliminate copying, transcription errors, and split-attention effects > - **Align visual and instructional focus**: Students see exactly what teacher sees > - **Enable differentiation through pacing**: Low-floor high-ceiling sequences for all ability levels Printed write-on booklets containing key ideas, worked examples, and practice questions reduce extraneous cognitive load when teaching new content to novices. ## Connected To [[Cognitive Load Theory]] | [[Split-Attention Effect]] | [[Redundancy Effect]] | [[Experts and Novices Think Differently]] | [[Low-Floor High-Ceiling]] | [[Scaffolding]] --- ## Cognitive load reduction Booklets reduce [[Cognitive Load|extraneous]] cognitive load compared to textbooks (Sweller, van Merriënboer, & Paas, 2019). Key ideas and examples are written to reduce the [[Redundancy Effect|redundancy effect]]; no unnecessary pictures, jokes, or stories distract from mathematical content (Mayer et al., 2001). Providing printouts of key ideas, [[Worked Examples|worked examples]], and questions gives students an error-free record to study later. Students do not scribble down notes during explanations, ensuring their [[Attention|attention]] is devoted to listening and processing teacher instruction rather than transcription (Sweller & Cooper, 1985). Questions printed with workspace eliminate having to copy diagrams, avoiding the [[Split-Attention Effect|split-attention effect]] (Chandler & Sweller, 1991). Using OneNote (or similar software), what students have matches exactly what the teacher presents. This prevents students from getting lost and avoids the [[Split-Attention Effect|split-attention effect]] (Chandler & Sweller, 1992). OneNote zoom allows the teacher to draw attention to specific parts or show the big picture. ## Differentiation and pacing Practice questions with a [[Low-Floor High-Ceiling|low floor and high ceiling]] cater for a wide range of prior knowledge (Rosenshine, 2012). Highly [[Scaffolding|scaffolded]] questions build confidence, whilst bread-and-butter [[Practice|practice]] develops [[Fluency|fluency]], and challenging questions support mastery (Wilson et al., 2019). Students work at different rates through the same material rather than receiving different worksheets, maintaining consistent expectations whilst allowing individual pacing. ## Practical advantages Absentees can catch up using high-quality worked examples and identify exactly what they have missed. OneNote enables easy lesson material sharing. A single author producing these booklets provides consistency in language, setting out, and problem-solving methods. Same [[Teach Methods that Last|forward-facing]] methods across years allow students to see topic connections rather than learning different methods each year. For example, ratio tables can be used for all direct proportion topics: percentages, GST, ratios, similar figures, capture-recapture. Students answer in the same physical location of each page, allowing easy progress monitoring during teacher circulation. Skipped questions are easily identifiable. Content can be aligned to specific syllabi, avoiding pitfalls of [[Resource-Based Curriculum|resource-based curriculum]]. Textbooks may not cover all syllabus requirements in sufficient detail. --- ## References Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. *Cognition and Instruction*, 8(4), 293-332. https://doi.org/10.1207/s1532690xci0804_2 Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. *British Journal of Educational Psychology*, 62(2), 233-246. https://doi.org/10.1111/j.2044-8279.1992.tb01017.x Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. *Journal of Educational Psychology*, 93(1), 187-198. https://doi.org/10.1037/0022-0663.93.1.187 Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. *American Educator*, 36(1), 12-19, 39. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. *Cognition and Instruction*, 2(1), 59-89. https://doi.org/10.1207/s1532690xci0201_3 Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5 Wilson, R. C., Shenhav, A., Straccia, M., & Cohen, J. D. (2019). The eighty five percent rule for optimal learning. *Nature Communications*, 10(1), 4646. https://doi.org/10.1038/s41467-019-12552-4