The basis of teaching in a practical classroom, such as art and design or design technology, is the much repeated and reliable teacher-led demonstration. These demonstrations or modelling approaches allow the teacher to inform, instruct and guide students in their own practical outcomes; however, only recently have I considered the impact of cognitive load theory (CLT) upon how I deliver a modelling session to students. Much has been mentioned recently on Twitter, in articles like this and in discussion at many school INSET and CPD sessions about CLT and the implications that it can have on us as teachers and our planning of the curriculum; we are encouraged to improve our instructional procedures in the classroom, ensuring that our teaching is tailored to students’ knowledge and skills. Use of worked examples is key, as is the removal of inessential information and simplifying complex information by presenting it both orally and visually. However, the research is often heavily we
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