The primary “cost” of confusing worked examples is that they actively block learning and lead to example-consistent misconceptions, where pupils develop incorrect rules that happen to match the flawed example provided.
An analogy for a confusing worked example is your SATNAV giving the wrong directions…once a pupil starts down that path, it’s really hard to get them back on the right road. In a primary classroom, the “cost” isn’t just a missed mark on a test; it’s mental clutter. Research shows that pupils who learn from clear examples can score up to three times higher than those who receive ambiguous ones.
This staff meeting starter provides opportunities for teachers to consider and discuss the worked examples they use when teaching to ensure they do not contribute to building misconceptions and hindering learning through cognitive overload.
Linked resources
Premium subscribers can access a 12-minute training module about worked examples. The video explains how to use worked examples and worked non-examples to help pupils learn by reducing the cognitive load and making the learning process more explicit.
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