Managing Cognitive Load (in Practice) by @TeacherToolkit
Channel: @TeacherToolkit 
Date: 31/10/2021

We know working memory is limited. We also know that the brain is limited by what it can do with any new information at one time. All the research that I have read suggests that we can manipulate between four and nine pieces of information at any one time. 

Therefore, what can teachers do to help pupils learn more efficiently?

The most effective teaching requires teachers to regularly model.

I always advocate the "I do, we do, you do" method:  'I do (it first watch me), we do (it together step by step), (now) you do (it by yourself and I'll monitor guided practice and misconceptions as I move around the room) as a methodology that all teachers should use.

In this video example, I demonstrate the 'Crating' technique used in graphics lessons with pupils, learning how to construct a cube using a simple line-by-line guideline sequence.

Consider this example in the video - pitched as a first drawing exercise for students aged 10/11 years old. To support students moving from novice to expert, using worked examples, instructions or a modelled sequence (such as this one shown in the video) helps manage cognitive load - reducing unwanted information (extraneous load) - to instead, focus learning on supporting short and working memory by balancing (intrinsic load) with a step-by-step example. Note, the intrinsic load is how challenging (and necessary) the subject matter is. E.g. complexity of task, new elements vs. prior knowledge

This example could be supported further by redrawing each stage in number boxes, adding dual coding information with keywords (E.g. guidelines, clockface, parallel, angle etc)

Any questions, email Support@TeacherToolkit.co.uk