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Manageable mental processing.
Cognitive load theory is based on the idea that the human cognitive system has limited working memory capacity, and when learners are presented with new information, they must actively process and organise it in their working memory.
Key thinkers in this area:
John Sweller (1946 - Present)
Daniel Kahneman (1934 - Present)
There are considered to be three kinds of cognitive load:
Intrinsic cognitive load: This is the inherent difficulty of the material being learned. Some topics or concepts are naturally more complex, and learners must invest more mental effort to understand and remember them.
Extraneous cognitive load: This refers to the additional cognitive load imposed by the way information is presented by the teacher. Poorly designed materials, distracting elements, or unnecessary complexity can contribute to extraneous cognitive load, making it more challenging for learners to focus on the essential content.
Germane cognitive load: This is the cognitive load associated with the process of learning itself. It is the mental effort required to integrate new information into existing knowledge structures, facilitating meaningful learning.
Teaching strategies that are linked to cognitive load theory
Providing clear and concise instructions: Clear communication helps learners understand what is expected of them without unnecessary confusion.
Sequencing information appropriately: Presenting information in a logical order can reduce cognitive load by allowing learners to build on their existing knowledge.
Using visual aids: Well-designed visuals can help to convey information more efficiently than text alone.
Providing scaffolding: Gradually increasing the complexity of tasks or providing support when introducing new concepts can help learners manage intrinsic cognitive load.
Avoid distractions: Arrange desks so there are no distractions. Only allow learners to use technology to support their learning at specific times.
Read more here:
Daniel, K. (2017). Thinking, fast and slow.
Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.
Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review, 17, 147-177.
Questions
What is the role of motivation in cognitive load?
To what extent does prior experience influence cognitive load?
What is the link between cognitive load and knowledge retention and transfer?
What are the ethical considerations in managing cognitive load?
How does cognitive load theory relate to other learning theories?
What is the role of metacognition in managing cognitive load?
How can cognitive load theory be applied to your subject specialism?
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