Using worked examples to reduce cognitive load in maths

Questions for reflection

• The teacher starts by modelling his thinking, breaking down each step of the process. How will the teacher chunking his thought processes help manage extraneous cognitive load? 
• The students are then given a worked example to refer to which replicates the steps that were modelled. What do you notice about how the model and worked example are set out to support cognitive load? 
• In what other context could you use worked examples to manage cognitive load?