Cognitive Load Theory (CLT) has been called “the single most important thing for teachers to know” (Wiliam 2017). So what is Cognitive Load Theory and why might it be so important?
Cognitive load theory (CLT) states that learners have only a limited amount of cognitive resources available to understand an instructional task (Sweller et al., 1998). This has important implications on how we design learning, organise content, structure activities, and manage assessment. To have a decent grasp of Cognitive Load Theory, there are really only four main things that you need to know:
- Working memory is small while long-term memory is large;
- Learning occurs when information is transferred from working memory to long-term memory;
- If working memory is overloaded, this transfer gets blocked and not much learning can take place;
- Humans possess separate information processing channels for verbal and visual material (InnerDrive, n.d.).
There are three types of cognitive load we place on our students when we set them tasks:
- Intrinsic cognitive load refers to the inherent difficulty of the task itself.
- Extrinsic cognitive load refers to the difficulty associated with understanding the instructions around the task.
- Germane cognitive load refers to refers to the load imposed on the working memory dedicated to the process of learning.
Because intrinsic cognitive load is something intrinsic to the task itself, it can only really be managed. Extrinsic cognitive load is like background noise – it is distracting and should be minimised. As Germane cognitive load is the amount of thinking power available to the processes of learning, it should be maximised.
Managing Intrinsic Cognitive Load
Two factors influence intrinsic cognitive load: the complexity of the material, and the prior knowledge of the learner (Sweller et al., 1998). This means that subject matter that may be very easy for an expert can be difficult for a novice. Managing intrinsic cognitive load can be done by restructuring tasks starting from simpler and less complex material; developing relatively easy tasks; simplifying complex tasks and then continuing with more detailed explanations in stages (Shift Learning, 2021).
Minimising Extrinsic Cognitive Load
Learning design will be most effective when it minimises extraneous load in order to free up the capacity of working memory. To achieve this cut out needless tasks that are not critical to the learning process; use effective instructional strategies; and present the learning in an easy-to-access and understandable manner (Shift Learning, 2021).
Maximising Germane Cognitive Load
Teaching material has maximum effectiveness when it reduces extraneous load (which is not relevant to learning) and increases germane load (which is relevant to learning). Use mnemonics as learning aids to help learners retain more and forget less; chunk the content into bite-sized pieces with clear associations between the various bits of data to help learners comprehend and retain information more effectively (Shift Learning, 2021).
Having dabbled a little bit in the theory, in a forthcoming post we will look at some of the implications of how Cognitive Load Theory (CLT) plays out in practice in the presentation of content and the organisation of assessment.
Further reading:
Centre for Learning and Teaching, Southern Cross University. (n.d.). Understanding cognitive load theory: Background. Retrieved from https://spark.scu.edu.au/kb/tl/design/unit-design/understanding-cognitive-load-theory/background
Sweller, John, Jeroen J. van Merrienboer and Fred GW. Paas. (1988). Cognitive Architecture and Instructional Design. Educational Psychology 10(3), 251-296. Retrieved from https://une.primo.exlibrisgroup.com/permalink/61UNE_INST/ctsavt/cdi_gale_infotracmisc_A161662104
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“The Thinker” by Mustang Joe is marked with CC0 1.0.