In this post, we continue our discussion on cognitive load theory (CLT) and its influence on education. We recommend you read our introduction to the theory if you are unfamiliar with this idea.
Cognitive overload causes
As discussed in our previous post introducing the theory of CLT, students utilize pre-existing knowledge from their long-term memory to help them process new information and solve problems in their working memory.
If a student is confronted with a task for which they have inadequate long-term memory knowledge, they will stress the capacity of their working memory. While some cognitive load is considered essential for the processing of information into schemas for long-term memory (the germane load), remaining kinds of cognitive load (intrinsic load and extraneous load) should be limited or managed for optimal learning.
If a student does not have enough space in their working memory to process everything required, they will struggle to cope with the task or to turn their new knowledge into long-term memory. As a result, their educational experience will most likely be more inefficient, unpleasant, and ineffective.
So what can you do to assist your child in lowering their experience of cognitive overload? Here are some strategies applicable in class and at home. For further ideas, please see the Resources links at the bottom of this post.
Creating long-term memories through reinforcement
You can support your child’s learning by introducing retrieval practice to reinforce the pathways of memory in your child’s brain. Retrieval practice, in which the student must make an effort to remember key information, is shown to improve students’ recall in the time between initially learning a concept and being tested on it.
- Ask your child questions about the content they have been learning in the last week or so. Get them to recall as best they can what key information they were taught. This is most effective when your child must make an effort to remember, so don’t allow them to check the answer until after they’ve had time to think.
- Questions can include what the content is, how it relates to other things they have learned, or what questions your child has about the content.
Scaffolding and pacing learning
Teachers love scaffolding! This is a longstanding approach to education which adjusts material to suit the student’s level of understanding and knowledge.
- If you are choosing educational materials or activities for your child, seek out those that meet your child at their current stage. This helps focus your child’s tasks on what will stretch but not break their learning process.
- Use diagnostic tools to assist with your choices. At Focus Education, we ask incoming students in Maths and English to complete some numeracy and literacy tasks. This allows us to select appropriate classes and materials for the student.
Training strategic thinking
As mentioned above, CLT considers long-term memory creation to involve the mental construction of schema of knowledge. This connects new information to pre-existing knowledge. Strategic thinking in this context involves seeking out the pre-existing knowledge and looking for connections that you can make.
- Assist your child to identify what they already know about a new topic they are studying. Ask them about previous experiences, such as in their previous school year or other activities, that relate to the topic. These could be as basic as required.
- Try to link your child’s learning to people, events, and situations in their lives. This could be a TV show they like to watch, the profession of a relative, or something they experienced on a holiday. This kind of conversation encourages schema building and also a sense of curiosity about the topic.
Limit distractions and steps involved in activities
Overload, by its nature, denotes too much to carry.
- Whatever activities or tasks your child is undertaking, limit extraneous input. (Caveat: some children need an external ‘buffer’ such as music, lighting, or regular breaks to help them focus. Experiment to see what helps your child best.)
- Don’t try out too many interventions at the same time. If you attempt retrieval practice with your child, for example, wait until they are more familiar with this before introducing a new tactic such as strategic thinking.
- Limit the number of steps each task takes. The more steps you ask your child to go through, the more likely they are to experience cognitive overload. As children mature, they are able to take on more complex, multi-step activities.
Final note
Cognitive load theory (CLT) is an intriguing, useful addition to educational knowledge. While aspects of this theory may seem abstract, it does suggest some tactics for improving the learning experience. We hope you find this information helpful for creating a more useful, effective, and pleasant learning experience for your child!
Resources:
Working memory and its role in teaching and learning (The Education Hub)
Retrieval practice and its benefits for long-term learning (The Education Hub)
Schema building: Beyond Piaget and into the classroom (Structural Learning)
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