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).
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.