Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Teachers - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator.md) › CLT # CLT CPD: Cognitive Science Level 1, topic 3.1.1 ## 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](https://image-v2.cdn.app.senecalearning.com/2018-07/e2638090-d1c0-41de-b50f-248719d3f9ca/Capacity-Storage-Space-Computer-Hard-Drive-.jpg) - Our working memory has limited capacity. - There is only so much new knowledge we can process at one point. ### Assumption 2 ![Assumption 2](https://image-v2.cdn.app.senecalearning.com/2018-07/269ff597-d23e-4c4e-baed-e795cf61e4fa/Storage-Computer-Warehouse-Boxes-Cardboard-Truck-.jpg) - Our ability to use information already stored in long term memory is unlimited. ### Analogies ![Analogies](https://cdn.pixabay.com/photo/2017/10/18/14/31/box-2864333__340.png) - 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](https://cdn.pixabay.com/photo/2017/10/18/14/31/box-2864333__340.png) - 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](https://cdn.pixabay.com/photo/2013/12/22/08/30/magic-cube-232285__340.jpg) - 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](https://cdn.pixabay.com/photo/2017/01/19/09/39/one-way-street-1991865__340.jpg) - 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](https://image-v2.cdn.app.senecalearning.com/2018-08/46f35257-bbd2-4ca0-8087-372ac5cebf8c/child-homework-thinking-memory.jpg) - 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. ## Test yourself on CLT - What is the most important thing for all teachers to know? - Which type of cognitive load comes from the instructions that students receive? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/547a45c5-1b10-4f15-9f5c-ac0fd16e73f6/session) - Previous topic: [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) - Next topic: [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ## CPD: Cognitive Science Level 1 contents ### 1 Memory - 1.1 Memory Processing - [1.1.1 Overview of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-1-overview-of-memory.md) - [1.1.2 Memory Processing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-2-memory-processing.md) - 1.2 Types of Memory - [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) ### 2 How Do We Learn? - 2.1 Neural Model of Learning - [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) - [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) - [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) ### 3 Cognitive Load Theory - 3.1 CLT - [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ### 4 Effective Strategies - 4.1 Rosenshine's Principles - [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - [4.1.2 Rosenshine's 6-10](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10.md) - 4.2 Dunlosky's Strategies - [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) - 4.3 Dylan Wiliam - [4.3.1 Dylan Wiliam](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-3-1-dylan-wiliam.md) - 4.4 Daniel Willingham - [4.4.1 Daniel Willingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham.md) - 4.5 The Learning Scientists - [4.5.1 The Learning Scientists](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists.md) - [4.5.2 Practical Ideas](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-2-practical-ideas.md)