The single most important thing for teachers to know: Cognitive Load Theory

Cognitive Load Theory (CLT) is the cornerstone of educational psychology and it is very important in terms of guiding the design of multimedia and teaching materials effectively.  Educators need to take into account the fact that learners are constantly under high cognitive load especially in online learning environments nowadays. The cognitive structure of working memory is limited as Miller (1956) stated that our working memory can hold about seven items and process only three or four items of information simultaneously. In addition, Sweller (1993) defined CLT as a mental state in which new information exceeds learners’ working memory capacity and impedes information processing. So, how does learning a new language differ from learning other subjects?

Actually, the answer to this question can be explained by referring to three types of cognitive load which I will touch them one by one in this week’s blog. As Dylan Williams, a professor emeritus of educational assessment defined CL as “the single most important thing for teachers to know”, language learners need to deal with novel information that means “new information” such as an unusual sight, an uncommon smell, a strange sound or an unexpected touch. The language learner’s brain takes immediate note of information because it is not usual or familiar, so it might be threatening and identified as early as possible. That’s why native speakers of a language deal with that information as it is a biologically primary task or skill that reduces cognitive load. We all have not evolved to learn a second language, in the same manner, we learn our native language. That’s the reason that the instruction should be given wisely to reduce the working memory load and information should be given integrated mentally by avoiding split-attention.

  Working memory is limited when we process novel information but there is no limit in processing familiar information from long term memory. In addition, our brain processes information through dual channels; auditory and visual in order to process information from our sensory memory however each channel has a limited working memory capacity and this limitation is directly relevant to instructional design and needed to be considered by the teachers who are planning and delivering products and experiences as well. In total working memory, there is a free capacity that supports learning with germane load, extraneous load, and intrinsic load. Our teaching methodology affects our working memory in terms of germane load which is increasable. On the other hand, the extraneous load is reducible by instructional design referring to the “usability” of teaching material and it is important to have it less complicated and well designed. It is also highly related to learner’s perception when the content first introduced. Lastly, the intrinsic load is like a surfboard so it depends on how the learner hangs five like a surfer. From this metaphorical annotation, we can conclude that intrinsic load cannot be controlled by the teacher since it depends on the learner’s experience himself while learning. Nevertheless, this load can be irreducible by the instructor by analyzing the learner’s needs, learning style, and difficulty level of content (Kalyuga, 2011). To put simply, cognitive processing is prerequisite for meaningful learning and this can be supported by pre-training the content without having irrelevant data referring to Coherence principle and highlighting the important elements in teaching material (signaling principle) and making them clearly demonstrated and presented. I believe that it is not possible to separate germane and intrinsic load in order to actualize meaningful learning, maybe Socratic Questioning (triple filter test) can be supportive to reduce germane load. All in all, it is important to map research trends in Cognitive Load Theory in order to get more concrete examples to support these principles with different samples and groups of learners because of the complex structure of human cognitive architecture.

**Here are some useful tips for the survivors of “online lessons”; because we are all the heroes of this catastrophic days with the outbreak of COVID-19. Our daily routine has changed strikingly and effected our life of teaching from face to face classes to online platforms.

*prepare your PowerPoint presentations by adding sound and visual. (This will decrease your learner’s cognitive load and you will avoid “modality effect”)

*draw graphics as you explain or teach at the same time! Do not use ready-made

* present the content/ prepare the questions on the same page/slide. It is like trying to watch two TV channels at the same time J It is a burden for the learner, results in poor concentration!

*explain the diagrams or charts instead of adding text on them. Will they read or will they try to figure it out?

*Use the Triple Filter Test!  Engage them and arouse curiosity! Learn more by following the link (http://changingminds.org/techniques/questioning/socratic_questions.htm)

*Use narration and animation together. Do Not give any on-screen text unless there is a need.

*Use text + image to support dual channels in order to support the cognitive process.

References

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. https://doi.org/10.1007/s10648-010-9150-7

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