What is cognitive load theory, and has it had any impact on teaching?
Discover how understanding Cognitive Load Theory can transform your teaching approach for better outcomes, and what’s have we learned twenty years later …
Tailoring instruction to match student needs
Cognitive Load Theory (CLT) reveals the intricate links between working memory and long-term memory in learning. Its first reference (1988) introduced us to intrinsic, extraneous, and germane cognitive loads, shaping how we present information to students.
CLT has evolved since Sweller first published his research, embracing insights from psychology and distinguishing between effortlessly acquired primary and secondary knowledge requiring explicit teaching strategies.
I read the original paper and then developed an easier ‘beginner’s guide for teachers‘ to help teachers understand the research as I explore other research myself. Cognitive load theory is essential for tailoring instruction to students’ cognitive demands.
Grasping CLT’s is crucial to understand why some teaching strategies thrive and others falter. It nudges teachers towards instructional design that is sensitive to our students’ diverse cognitive loads. It recognises the dynamic nature of ‘load’, influenced by learner expertise and environmental factors aligned with adaptable teaching strategies.
