The Redundancy Effect

RaeanneMeade,AssistantHeadteacherTPA

The Misconception

In the ever-progressive world of educational and pedagogical jargon, we often talk about the ‘split attention effect’, a phrase that we understand to mean the impact of our students having divided attention in the classroom.

Now, whilst this would seem like the most apt term to use, research shows that we have been using the wrong terminology; thankfully, mistakes are the portals of discovery!

In his article on Cognitive Load Theory, educational researcher Ollie Lovell brings to light this glaring misconception. In actual fact, the split attention effect is when multiple pieces of information that we want students to integrate in their minds are not presented in an integrated form.

By integrating the information as shown in the right hand diagram, you are significantly reducing the cognitive load of your students as it reduces the pressure on their working memory. Small wins!

Getting it Right: The Redundancy Effect

Ok so, if that’s the split attention effect, then what have we really been talking about every time we try to combat the ‘split attention’ of our students? Well, this is actually called the Redundancy Effect. This is when students’ attention is divided or they are attempting to multitask in a lesson. By fostering this in our lessons, we are doing our students a disservice as multitasking is actually a myth! Yes, you heard it here first. When we think we are multitasking, we are actually switching from one task to the other, like juggling. Evidence shows that when switching in this way, you are likely to be slower, make more mistakes, be less creative and remember less of what you do.

(Stolen Focus, Johann Hari)

Essentially, the key skills that we want to develop in our students are at risk if we are not purposefully combatting the Redundancy Effect in our lessons. Therefore, it is crucial for us to eliminate unnecessary information and manage redundant distractions in the classroom so that students can focus on the key learning taking place.

Let’s apply this to a lesson; if we allow redundant information and distractions to take hold, it will undoubtedly result in:

• increased misconceptions across the class

• lack of confidence in students

• limited retention of knowledge

As the lesson progresses and students move on to their independent work, we are more likely to encounter:

• poor quality Shed Loads of Practice (SLOP) as a result of missed information

• an increased number of ‘hands up’ students who draw you away from your strategic live marking plan

• challenges in effectively monitoring MAS and SAF students

• increased disruption to lessons.

Ultimately, you end up spending the whole lesson with raised blood pressure levels because instead of meaningfully marking and monitoring students’ progress, you are frantically firefighting.

Reducing Redundant Moments

So, what steps can we take to reduce the impact of the Redundancy Effect in our lessons? A lot of these steps are already embedded in our EDI framework but here are a few explicit strategies.

• Brighten Lines: changes in activities have clear beginnings and ends - they are visible and crisp. The way we do this is: ‘When I say go and not a second before...’

• SLANT: we ensure precious seconds of learning are not wasted and we encourage habits of attention; by ensuring students track the teacher and have nothing in their hands, we are minimising any distractions for our students

• Explicit instructions that are clear and concise

• ‘I do’ modelling phase: reassure students that they will be able to copy it down after you have taken them through the steps as a class

• Insisting on SHAPEd answers to ensure clarity of understanding for whole class

• Chunking activity and information: bite size your information with checking for understanding in between the chunks

Of course there are many other strategies to consider. I think the real question in all of this is: are we delivering our lessons purposefully? As teachers, we already do so many great things subconsciously because they are embedded into our daily practice. Now, imagine the increased effectiveness of these strategies if we implemented them more intentionally.

Let’s challenge ourselves and each other to ensure that every teaching moment is essential, constructive and purposefully planned for progress.