Understanding Cognitive Load Theory: Enhancing Learning at Damascus College

Summary:

• Cognitive load theory explains how people learn and store new information
• Damascus College is training staff on cognitive load theory to improve instruction
• The 5Es Instructional Model was introduced this year to support effective teaching
• We aim to build teacher capacity and promote positive learning behaviours
• A gradual release of responsibility helps students become independent learners

As parents and carers, you want the best educational experience for your children. At Damascus College, we are committed to using evidence-based approaches to enhance learning. One such approach that we're focusing on is cognitive load theory. This article will explain what cognitive load theory is and how we're applying it in our classrooms to benefit your children.

What is Cognitive Load Theory?

Cognitive load theory, developed by John Sweller and his colleagues in the late 1980s, helps us understand how people learn and store new information. It is based on the structure and processes of the human mind, known as human cognitive architecture (Sweller, 2022).

The theory distinguishes between two types of knowledge:

1. Biologically primary knowledge: Information we've evolved to acquire naturally, like learning to speak our native language.
2. Biologically secondary knowledge: Information that needs to be explicitly taught, such as reading, writing, and mathematics.

Cognitive load theory focuses on how we process biologically secondary knowledge, which is what most school subjects involve.

How Does Learning Happen?

Learning occurs through the interaction of two key components of our memory system:

1. Working memory: Where we temporarily store and process new information. It has limited capacity and duration.
2. Long-term memory: Where we store information indefinitely once we've learned it.

For learning to occur, information must be processed in working memory before it's transferred to long-term memory. However, working memory can only handle a limited amount of new information at once. This is where cognitive load comes in, it is the mental effort required to process information in working memory (Sweller et al., 2011).

Applying Cognitive Load Theory at Damascus College

At Damascus College, we are working with our graduates and new staff to emphasise the importance of cognitive load theory in instruction. We understand that by managing cognitive load effectively, we can enhance learning outcomes for our students.

This year, we introduced the 5Es Instructional Model, which aligns well with cognitive load theory principles. The 5Es model – Engage, Explore, Explain, Elaborate and Evaluate – provides a structured approach to lesson planning that helps manage cognitive load and promote effective learning.

We are committed to building our teachers' capacity and capabilities to support learning instruction and promote positive learning behaviours in the classroom. One key strategy we're employing is the gradual release of responsibility. This approach involves:

1. Direct instruction from the teacher
2. Guided practice with teacher support
3. Independent practice by students

This gradual transition helps manage the cognitive load by providing appropriate support as students develop their skills and knowledge.

Some specific strategies we are implementing based on cognitive load theory include:

1. Using worked examples: Providing step-by-step solutions to problems, especially for novice learners.
2. Avoiding split attention: Integrating related information sources to reduce unnecessary mental effort.
3. Eliminating redundancy: Removing unnecessary information that could overload working memory.
4. Matching instruction to learner expertise: Adapting teaching strategies based on students' prior knowledge.

By applying these principles, we aim to make learning more efficient and effective for all our students.

As we continue to build our understanding and application of cognitive load theory, we are excited about the potential benefits for your student’s learning. We believe that by managing cognitive load effectively, we can help our students develop deeper understanding and more robust knowledge across all subject areas.

References:

Sweller, J. (2022). The role of evolutionary psychology in our understanding of human cognition: Consequences for cognitive load theory and instructional procedures. Educational Psychology Review, 34, 2229-2241.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.

The Education Hub. (2019). An introduction to cognitive load theory. https://theeducationhub.org.nz/category/school-resources/