CLT

Assumptions of Cognitive Load Theory

Cognitive load theory is about using techniques that optimise learning while focusing on students’ working memory capacity.

Assumption 1

Our working memory has limited capacity.
There is only so much new knowledge we can process at one point.

Assumption 2

Our ability to use information already stored in long term memory is unlimited.

Analogies

As before, we can think of working memory as a shoe box. It offers limited space and can break if you add too much to it.
We can think of long term memory as Mary Poppins’ bag. You can fit as much as you want there and still be able to walk (or fly!) around.

Working Memory Load

One aim of CLT is to manage working memory load. But what does that mean?

Definition

Working memory load refers to how much of our “shoebox” is being used at one moment.
If the box is too empty, there is enough room to process information but there won’t be much to be learned.
If the box is too full, there is a lot to be learned but we won’t have the necessary free space to do so.

Intrinsic load

There are three types of working memory cognitive load. The intrinsic load comes from the complexity of the content. This is necessary as it refers to the to-be-learned information.
However, too much intrinsic load can harm learning, as it will take over most of our working memory capacity.
Example: For a Year 9 pupil, a problem involving quadratic equations has more intrinsic working memory load than a problem involving simple addition.

Extraneous load

This load comes from the instructions pupils receive.
Poorly designed, unclear, ambiguous, incomplete instructions take up space in working memory and do not contribute to learning - they prevent it.
Extraneous load should be kept as low as possible.

Germane load

This load comes from the mental processes of thinking and processing information, which ultimately leads to learning.
This is “the good type of load” and should be promoted.

1Memory

1.1Memory Processing

1.1.1Overview of Memory

1.1.2Memory Processing

1.2Types of Memory

1.2.1Types of Memory

1.2.2Working Memory

2How Do We Learn?

2.1Neural Model of Learning

2.1.1Neural Model of Learning

2.1.2Desirable Difficulties

2.1.3The Forgetting Curve

3Cognitive Load Theory

3.1CLT

3.1.1CLT

3.1.2Background Knowledge

4Effective Strategies

4.1Rosenshine's Principles

4.1.1Rosenshine's Top 1-5

4.1.2Rosenshine's 6-10

4.2Dunlosky's Strategies

4.2.1Dunlosky's Strategies

4.3Dylan Wiliam

4.3.1Dylan Wiliam

4.4Daniel Willingham

4.4.1Daniel Willingham

4.5The Learning Scientists

4.5.1The Learning Scientists

4.5.2Practical Ideas

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