CHANASMA:SALANG SEWA MUJAB 9 VARSH PRATHAM UCHCH.PAGAR DHORAN PAGAR CHAKASANI THAI AVATA PAGARBILLETHI AAKARAVA BABAT

SALANG SEWA MUJAB 9 VARSH PRATHAM UCHCH.PAGAR DHORAN PAGAR CHAKASANI THAI AVATA PAGARBILLETHI AAKARAVA BABAT
salang sewa pramane nakki thato pagar

Our working memory, the place where we process information, is
small. It can only handle a few bits of information at once—too much
information swamps our working memory. Presenting too much material
at once may confuse students because their short-term memory will be
unable to process it.
Therefore, the more effective teachers do not overwhelm their
students by presenting too much new material at once. Rather, these
teachers only present small amounts of new material at any time, and
then assist the students as they practise this material. Only after the
students have mastered the first step do teachers proceed to the next
step.
The procedure of first teaching in small steps and then guiding
student practice represents an appropriate way of dealing with the
limitation of our working memory.
In the classroom
The more-successful teachers did not overwhelm their students by
presenting too much new material at once. Rather, they only presented
small amounts of new material at one time, and they taught in such a
way that each point was mastered before the next point was introduced.
They checked their students’ understanding on each point and re-taught
material when necessary.
Some successful teachers taught by giving a series of short
presentations using many examples. The examples provided concrete
learning and elaboration that were useful for processing new material.
Teaching in small steps requires time and the more-effective teachers
spent more time presenting new material and guiding student practice
than did the less-effective teachers. In a study of mathematics instruction,
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