3.1.1

CLT

Study on Seneca

Complete the interactive activities in the Seneca app to work towards your CPD certificate.

Assumptions of Cognitive Load Theory

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

Assumption 1

Assumption 1

  • Our working memory has limited capacity.
  • There is only so much new knowledge we can process at one point.
Assumption 2

Assumption 2

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

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

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

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

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

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.
Jump to other topics
1

Memory

1.1

Memory Processing

1.1.1Overview of Memory1.1.2Memory Processing
1.2

Types of Memory

1.2.1Types of Memory1.2.2Working Memory
2

How Do We Learn?

2.1

Neural Model of Learning

2.1.1Neural Model of Learning2.1.2Desirable Difficulties2.1.3The Forgetting Curve
3

Cognitive Load Theory

3.1

CLT

3.1.1CLT3.1.2Background Knowledge
4

Effective Strategies

4.1

Rosenshine's Principles

4.1.1Rosenshine's Top 1-54.1.2Rosenshine's 6-10
4.2

Dunlosky's Strategies

4.2.1Dunlosky's Strategies
4.3

Dylan Wiliam

4.3.1Dylan Wiliam
4.4

Daniel Willingham

4.4.1Daniel Willingham
4.5

The Learning Scientists

4.5.1The Learning Scientists4.5.2Practical Ideas

Practice questions on CLT

Can you answer these? Complete these activities in the Seneca app to progress towards your certificate.

  1. 1
    What is the most important thing for all teachers to know?Flashcard
  2. 2
    Name the three types of working memory load:Fill in the list
  3. 3
    Characteristics of the intrinsic working memory load:True / false
  4. 4
    Which type of cognitive load comes from the instructions that students receive?Multiple choice
Answer all questions on CLT

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The Forgetting Curve

Background Knowledge