Understanding cognitive load – as well as the processes of memory – can allow us to unlock the potential of cognitive science approaches in both the planning and delivery of our curriculum.
Teachers have long understood the importance of breaking down ideas and processes into chunks, knowing that too much information at once is a recipe for blank faces and choruses of “I don’t get it!”
Developing a better understanding of how the brain – or rather the working memory – can become overloaded, can help us see how we might be (inadvertently) adding to our pupils’ cognitive load. When this is clear, we can work to direct children’s focus towards what’s important for their learning, stripping away any unnecessary outer packaging.
This second in our series of two new animations aims to provide a clear explanation of cognitive load theory and provide some possible strategies that teachers can utilise to tailor their planning and delivery to be mindful of these principles.
Consider how you may use this animation to develop a deeper understanding of cognitive science principles in your setting. It could be used:
- for strengthening understanding of and addressing misconceptions around the processes of memory;
- in supporting your early career teachers and their mentors in developing understanding of how pupils learn;
- as a starting point in a discussion around how to support students in classrooms in your settings.
It may also be helpful to make use of this poster to ensure familiarity with the language of memory and cognitive load before using the animation and for consolidation of understanding afterwards.
You may also be interested in reading/watching: