Sometimes hard work alone is not enough to help a child learn effectively. Educational research helps parents (and professionals like us here at Focus Education) adapt our efforts in strategic ways that are proven to help a child succeed in their learning.
Cognitive load theory is one such piece of research. First proposed by Professor John Sweller (Professor Emeritus at the University of New South Wales), CLT is a theory about how we learn and remember information as part of our natural cognitive architecture.
Cognitive load theory basics
The theory distinguishes between biologically primary knowledge (information that does not require explicit instruction or effort to learn, such as a first language) and biologically secondary knowledge (information that does require explicit instruction and conscious learning, such as reading and maths). The distinction between the two kinds of learning centres on whether the learning process exerts a cognitive load on the brain.
The theory also distinguishes between working memory (conscious component of our memory) and long-term memory (unconscious component of our memory). As working memory is limited, the more we have available in our long-term memory to assist with complex problem-solving and learning, the lower the cognitive load on our brain.
Without this prior knowledge in our long-term memory, however, learning is a longer, more difficult process as we must rely on our working memory to problem-solve more problems and create more information in the same session. This can result in greater inefficiency of effort, along with the possibility of frustration and negative associations with learning.
Cognitive overload
If a student is presented with problems that exceed their ability to process them, they experience cognitive overload. Cognitive overload leads to a student finding content difficult and struggling to learn as their brain cannot process all of the new information given to them.
A student experiencing cognitive overload may experience:
- feelings of overwhelm and anxiety
- an inability to comprehend new information
- freezing when asked to complete a task
- lowered perseverance and inability to attempt challenging work, and
- an inability to remember what has been taught
Reducing cognitive load
Reducing unnecessary cognitive load is therefore an important strategy to improve the learning process, particularly when students are struggling with their studies. Look out for our next post on how to help your child reduce the cognitive load of their studies.
Resources:
An introduction to cognitive load theory (Education Hub)
Cognitive load theory: A teacher’s guide (Structural Learning)
Working memory (Education Hub)
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