“But I don’t know what to do!” - reducing cognitive overload

By Michelle Chen

Picture this: 

Sarah is in Science, struggling to understand the task she is supposed to be doing. She tried to listen to her teacher’s explanation, but couldn’t remember what the empirical formula is or how to calculate it. 

So, she has lost track of time, and halfway through the explanation, the diagram has now been replaced by a timer. The worksheet is in front of her, filled with questions, paragraphs of text to read and some diagrams. Sarah does not know where to look and feels like giving up. 

Does this scenario sound familiar to you?

It is a common classroom experience that many students may struggle with. However, for Sarah, there may be more underlying barriers that their peers do not have. I recently read an article from the Education Endowment Foundation (EEF) about cognitive load theory that can help us understand the barriers that pupils may be facing. 

Cognitive load theory is primarily concerned with how information is efficiently and effectively encoded into learners’ long-term memory. For education, cognitive load theory refers to how teachers can manage and process tasks to significantly improve learning and memory. 

How memories are constructed: 

Here are a few cognitive science principles from could help teachers refine their teaching practice: 

• Supporting Sarah to remember key prior learning 

• Helping Sarah understand the explanation of the new content 

• Supporting Sarah to fully access the task they have been given 

How to apply cognitive load theory principles to improve learning outcomes: 

1. Spaced learning: 

Distributing learning and retrieval opportunities over a longer period rather than concentrating them in ‘massed practice’. For example, spacing the concept across days or lessons, and spacing within a lesson. 

2. Retrieval practice

Using a variety of strategies to recall information from memory, for example, flash cards, practice tests or quizzing, or mind mapping. The hurdle Sarah faced was retrieving the key term that was previously taught, she couldn’t remember the definition of empirical formula. 

Regularly retrieving and checking understanding of core concepts throughout a topic or lesson can strengthen the memory of the information. 

3. Manage cognitive load

A key challenge for educators is that working memory is limited.  

Three practices that can help teachers manage cognitive load are: 

1. Using worked examples to support learners in applying and developing knowledge. 

2. Provide scaffolding and other forms of support, such as prompts or targeted instructions, to help learners navigate the working memory demands of tasks 

3. Using collaboration between pupils so that they can share the demands of problem-solving tasks 

For example, when calculating the empirical formula. I demonstrate how to organise the information in a question within a grid format. This breaks down the steps involved in the overall calculation, helping to ensure pupils complete each step in the correct order. I always model how to use the grid correctly when teaching it to my students. 

4. Dual coding 

Using both verbal and non-verbal information (such as words and pictures) to teach concepts, dual coding forms one part of a wider theory known as the cognitive theory of multimedia learning (CTML) 

Reflection Questions:

• What strategies do you use for reducing cognitive load?

• How do you ensure challenge is not taken away as a means of reducing cognitive load?

References: 

Ayres, P. and Paas, F., 2012. Cognitive load theory: New directions and challenges. Applied Cognitive Psychology, 26(6), pp.827-832.

Clark, R.C., Nguyen, F. and Sweller, J., 2011. Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.

Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., & Youdell, D. (2021). Cognitive Science in the Classroom. London: Education Endowment Foundation (EEF).