Module 4: Maximizing Learning by Reducing Cognitive Load
This module assumes you know and can do the following: (click to open drop-down)
Use scaffolding to identify individual student learning gaps
Identify and bundle appropriate standards to maximize learning
Identify and use strategies of accelerated learning
Click here to receive additional resources related to this module to put in your educator toolbox.
Competency:
Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)
Learning Outcomes
Teachers will gain conceptual understanding of cognitive load and how to identify cognitive load for students.
Teachers will use strategies such as chunking, familiarity, intricacy, simplification, and levels of focus to reduce cognitive load.
Teachers will describe how to adjust elements of cognitive load to support student access to grade-level learning.
Teachers will identify sources in their own lessons to apply strategies to reduce cognitive load.
Teachers will identify routines and protocols that students are familiar with to decrease cognitive load.
Teachers will provide an equitable approach for learning by implementing grade-level standards and appropriate supports for students with learning disabilities, English-langauge learners, and advanced learners.
Teachers will describe why working memory is important to learning.
What I will DO in this module:
Identify ways to lessen cognitive load.
Identify examples of the intricacy of text or task.
Identify levels of focus in teaching.
Identify sources of students’ familiarity and funds of knowledge.
Identify examples of language familiarity.
Analyze lessons to identify sources of cognitive load.
Define equity and apply an equity lens to instruction and learning.
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
Module 4 Pre-Assessment Maximizing Opportunities.pdfLAUNCH
THINK ABOUT
Why must grade-level instruction be a priority?
What are elements of instruction that can be adjusted to ensure grade-level learning?
LEARN
LEARN ABOUT
Working memory
Cognitive load
Intricacy
Levels of focus
Chunking tasks
Provide completed models
Familiarity
Funds of Knowledge
Language
Applying an equity lens to meet the needs of all learners
DO
Identify ways to lessen cognitive load
Identify examples of the intricacy of text or task
Identify levels of focus in teaching
Identify sources of students’ familiarity and funds of knowledge
Identify examples of language familiarity
Analyze lessons to identify sources of cognitive load
Highlight all of the student learning in a lesson
Highlight all of the teaching or instruction in a lesson
Identify explicit and implicit instruction
Note areas of a lesson where teaching focus can be adjusted
Add considerations for groups of learners
Read, Watch, and Reflect:
What is equity in education?
Why is it important?
How does reducing cognitive load provide an equitable experience for students?
REFLECT
THINK ABOUT
Why do you think focusing on teaching and learning, instead of on activities and delivery, will help to provide supports?
COLLABORATE
With a partner or your PLC, review a lesson and discuss the adjustments in lessons you plan to make for students with learning disabilities, ELs, and advanced learners.
MODULE RESOURCES
Module 3 Handout.pdfHANDOUT - from UnBound ED Module 3 -
MUST DO
Directions for Accessing the UnboundED Modules
FINAL CHECKPOINT
Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.
Collaborate
Connect with teacher leaders and AEA staff for content and grade-level specific questions
CELEBRATION OF LEARNING
Dig deeper into some of the previously shared resources or review the resources below and share with a colleague.
RETURN TO
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