Meaning can't be transmitted

Cognitive load theory is useful for thinking about how learning can be hindered. It informs teachers on what to avoid doing, but not on what to do to help students make meaning of specific concepts. The theory in isolation suggests that learning is a flow of information into the mind. Yet, the biology of cognition shows that meaning can’t be transmitted. Rather than “just telling” or “just discovering”, teachers can embrace a third way that recognises the key role of the teacher in explicitly provoking students to perceive and make meaning on their own.