Reducing Student Cognitive Load

Cognitive Load Theory... such a fancy way to say "how your brain learns". I have been fascinated by cognitive load, and brain research, for many years. The more I learn about how the brain processes information, the better my lessons become. If I can break the information down for the student in a way that creates or strengthens pathways in their brain, then the lesson was a success!

With this fall being a challenge for educators and students everywhere, cognitive load will be more important than ever before. For some of us, students (and families) will need to navigate new digital platforms while simultaneously adapting to a new teacher, new school environment, new schedule, new content, etc... cognitive load will be at the forefront (and heaviest) like never before. 

As I look at my plans for the fall I am carefully planning ways to decrease cognitive load for my students. So, what is cognitive load? And, how can we reduce cognitive load for our students?

COGNITIVE LOAD THEORY

In the late 1980's, researcher John Sweller did a study in which he determined that working (short-term) memory plays a significant role in learning. Working memory has limitations in size and functionality. Yet, information must pass through working memory to make a pathway to long-term memory. He theorized that if the amount of effort required within working memory can be reduced, the ease at which the information can make its way to long-term memory will be improved.

Each of us handles cognitive load differently. The amount of load that we can operate varies significantly between individuals as well the areas that are impacted. I worked with a colleague that could not have any extraneous noise (load) around her when trying to learn new material. For instance: pencil tapping, music, chatter, and the like, would shut down her ability to focus on the new learning. The extraneous load would become so heavy she could not shift energies to the intrinsic or germane load. This was a grown woman with a master's degree... Now imagine the same processing system in a ten-year old child.

As a teacher, we can take a look at the three different types of cognitive load and take explicit steps to reduce the load in one area in order to improve the capabilities of the others.

Types of Cognitive Load

• Intrinsic: the amount of effort associated with a topic
• Extraneous: the amount of effort given toward outside factors that interfere with the brain learning the topic
• Germane: the amount of effort required to move the information from short-term to long-term memory

Intrinsic Cognitive Load cannot be altered. The level of difficulty is the level of difficulty. For example, multi-digit multiplication is an inherently difficult topic. We cannot change the level of difficulty. However, we can change the way the process is presented to students. We can alter the extraneous and germane cognitive loads and help the student build pathways to mastering the algorithm.

Ask yourself the following when considering intrinsic cognitive load:

• How complex is this material?
• Can I present this information in smaller chunks?
• How many times will I need to present this information?

Extraneous Cognitive Load is very flexible. This is where lesson design and presentation can make a huge impact. As teachers, we can reduce the amount of extraneous cognitive load quite easily. Teachers can consider the physical learning environment, a student's individual needs, and the presentation of the lesson itself, to determine the level of extraneous load that will be required and make specific changes to reduce the load. Using the same graphic organizers to present information is one simple way to reduce the extraneous load. The student's brain will not need to process the graphic organizer: how it works, what the components are, where to write information, etc...They can focus on the material. Because the extraneous load has been lightened, the student's brain will shift gears to the intrinsic and germane loads and start to construct schemata. 

Ask yourself the following when considering extraneous cognitive load:

• How can I present this information?
• What other input is distracting the student from processing this information?
• Can I simply the steps?
• Can I present this information in a different way?
• How can I reduce the exterior distractions?
• How can I amplify the focus on instruction?

 Reduce Cognitive Load: 

Display Vocabulary Words in the SAME ARRANGEMENT 

as they will presented to students on paper. 

(L: Bulletin Board; R: Interactive Notebook)

Germane Cognitive Load is the effort used to pull from previously learned information to help master new information. Although generally thought to be immutable, we can use certain techniques to help lighten this load. It is the cognitive load that connects the present information with previously learned information. Referring back to the graphic organizer example: the student will see the familiar organizer, their brain will automatically process what is expected, and they will start to create pathways from their short-term memory (the new information in the organizer) that will connect with their long-term memory (previously used organizers).

Reduce Cognitive Load:

Use familiar graphic organizers to present and discuss new information.

(L: Breaking down The Great Law of Peace; 

R: Breaking down the vocabulary word "journey".)

Ask yourself the following when considering germane cognitive load:

• What has the student already mastered that can help them process this new information?
• How can I maximize the connections between new and mastered material?
• What have I already taught that connects to this new learning?
• How can I facilitate pathways for connecting short-term and long-term memory?

KEY TAKEAWAY

You can change the content or the presentation; but DO NOT change both. 

If you are interested in free resources to help lighten cognitive load, subscribe to Fourth and Fritcher and receive 5 digital templates. These templates are versatile, editable, and can be used over and over again to help your students learn new information and create pathways connecting their short-term and long-term memory. Click below and receive your templates today!

Given the amount of "new learning" that will take place in the next few months, cognitive load is more critical than ever before. Lighten the load in as many ways possible to ensure that pathways are clear, schemata is developed, and mastery learning is taking place.

Back to School 2020

Educators, it's time to Embrace the Suck.

We live in uncertain times.There is no question that our current circumstances will impact how education is planned, coordinated, and delivered for Back to School this fall and for years to come. When we went into quarantine last March, I'm sure many of us (including me) thought it would be back to system's normal in a few short weeks; or, at worse, the following fall. 

However, that's not how pandemics work. The reality of the far-reaching impact of this pandemic is starting to smash the dreams of those of us who were mentally prepared to endure distance learning for a few short months with the promise of getting back into crowded classrooms with in-person instruction the next school year.

Alas, it's time to Embrace the Suck. 

You may ask, "But, Nancy, what does that mean?" Allow me to explain...

My great-uncle Sut was a lifelong Marine. While he was on this earth, he proudly donned his wedge cap and handed out poppies every November. As a veteran who served during Korea (in country) and Vietnam (stateside), he knew a lot about Embrace the Suck. 

Rosario "Sut" Ardizzone

Embrace the Suck is a military term. Urban Dictionary will tell you it means, "to consciously accept or appreciate something that is extremely unpleasant but unavoidable for forward progress". Our members of the military are experts at Embracing the Suck. We can be, too.

It means that we must resign ourselves to accept that school is going to be different. We are going to need to push ourselves to learn new technologies, schedules, people, approaches. 

We are going to need to accept the cognitive load that is coming; and it IS coming. For some of us it will feel like the first semester of college when you're walking around wide-eyed trying to absorb it all. When there is so much coming at you that you feel like shutting down, dismissing it all, and crawling back into bed while pulling a comforter over your head. But, this time, we have students and families waiting for us to lead and that's not an option. So, Embrace the Suck.

How To Embrace the Suck

You may feel like it's all too much to handle. There may be feelings building inside of you that are about to uncontrollably break open if you do not choose to recognize them and determine the pathway you want them to take. That uncomfortable feeling means you will need to make a choice; choose to channel those feelings in a positive direction. That's where Embracing the Suck will help.

Body Language

Recognize your feelings of being overwhelmed and cognitively choose to sit/stand up straight. Avoid crossing your arms if you're in a meeting or PD. Don't let your body language take a negative turn. If you feel your shoulders start to sag, immediately correct them.

This can apply during the days leading up to when students arrive and during instruction as well. Positive body language works not only in the classroom but in all parts of your life.

Keep your body language positive and open to ideas. Amy Cuddy's Ted Talk breaks down the connections between our body language, our mindset, and the impact on outcomes. She specifically talks about the connections between body language and our hormone levels (testosterone and cortisol). And, she details the progression from "Fake It 'Til You Make It" to "Fake It 'Til You Become It".

When I look back at the very first "live" YouTube I did in March for my students, my body language looks very different compared to the last broadcast in June. It all circles back to how our body language is connected to our mindsets. That first "live" was a mess. I anticipated it being a mess as I hit the "go live" button. But, I Embraced the Suck and did it anyway. It was a necessary step toward a better tomorrow. The mess and uncomfortable feelings were required in order for me to grow as a remote educator. This coming fall I will have no problem hitting the "live" button.

Words and Tonality

Choose your words (and how they come out of your mouth) carefully. Misery loves company and its doors are wide open right now. There is a part of the human condition that needs to voice its annoyance with any given situation. That is certainly the case with what we are facing. However, when you say, "This is insane!" say it with a smile and a nod of the head. Put those thoughts out into the universe but give them positive body language and tone. 

Acknowledge the reality of the situation without giving the negativity power.

Last spring, during morning announcements or video meetups, I would tell my students when something challenging was on the schedule. "This is going to be a challenge, but I know we can do it!" I didn't pretend that everything was going to be easy. I didn't claim to know how to do everything. I approached new things as learning experiences where if it didn't go smoothly or as planned, we would learn from it and do better next time.

I would be honest but remain positive:
"OK team, we are going to try a Kahoot! tomorrow during our meetup. Let's give it a shot and see what we are able to do!" After the Kahoot! I got feedback from the students and we shared ideas on how to make it better. We played Kahoot! a few more times before the school year ended. We grew as a distance learning classroom. 

Voicing the challenge you are about to face gives your psyche the needed release. Keeping positive body language and tone is how you Embrace the Suck. 

Take Action

Part of the stress in this situation is the feeling that you don't have control. That is true... for the most part. We can't control the virus. We can't control the recommendations or regulations that will be required. But we can control our reactions. 

Take inventory on how you are reacting. Think about your body language and tone. But, also consider this: how have you contributed to solving the problems? What have you offered as solutions to the many challenges facing our administrators and government leaders?

I've seen plenty of people posting realities to this most challenging situation. Believe me, I get it. I agree. I understand. I am on the front line of those going back into the trenches. We all know the challenges. Along with citing the challenges, what can you offer as a solution?

I find it a more valuable use of my time to offer solutions, to think outside the box, to contact representatives in a respectful manner. Memes are great visuals (and can offer humor during these serious times) but they do very little for policies and procedures. They don't offer solutions.

There are going to be decisions made that you do not agree with. That is inevitable. I would submit that trouble-shooting the next step in that process will help you accept the decision. My district is going to start a new Learning Management System this fall that will be implemented K-12. The decision has been made. Essentially, I have two choices: complain and fight the inevitable or Embrace the Suck. I choose the later. 

I choose to Embrace the Suck because in the long run it's what's right for the students. In the long run it will help me deliver instruction no matter if I'm in front of students or sitting at my dining room table. I choose the later because it's the part I can control and better for my mental health. I will not waste my energy complaining. On the contrary, I will now expend my energy toward using this new platform to the utmost of its capabilities. 

Each of us has something to offer. We educators are a creative group. The newbies tend to bring fresh ideas and energies to the table; whereas the veterans bring their experience and a more comprehensive viewpoint. Collectively, we can do anything. Take inventory of what you have to offer and do it. Someone out there needs your expertise. Choose to add to the problem solving and the positivity; avoid the Negative Nellys in your thoughts and other people. 

Keep your Back to School "To Do" list short:
Acknowledge the realities of our situation. 
Find positive and constructive ways to move forward. 
Embrace the Suck.