The EEF’s animation on cognitive load theory provides a clear explanation of cognitive load and how teachers can consider this in curriculum planning and classroom practice.
Cognitive load theory is based on the idea that working memory has limited capacity. Intrinsic load is the level of challenge inherent in the information or task. Extraneous load comes from the way the information is presented. An understanding of these concepts can help teachers with the many decisions they have to make about planning, designing and delivering lessons.
Cognitive Load Theory: A brief explainer
Optimising Intrinsic Load
We maximise learning by optimising the level of challenge and success, ensuring students make steady progress. We aim for high levels of success by avoiding cognitive overload and keeping motivation and engagement high.
Consider the following strategies, which ensure that the complexity of tasks becomes more manageable:
Sequence learning so students build on prior knowledge. For example, when introducing fractions, students must first understand division and the concept of whole numbers.
Chunk information to manage the number of different elements. For example, when teaching students to apply Pythagoras’ theorem, break it down into chunks (steps) that can be taught and assessed separately before being brought together: identifying right-angled triangles, identifying the hypotenuse, substituting values, and applying the theorem a2 + b2 = c2.
Utilise retrieval to build on prior learning. For example, before introducing simultaneous equations, ask students to recall solving linear equations, substitution and rearranging formulae.
Reducing Extraneous Load Through Variation
Variation Theory suggests that presenting students with varied examples (including non-examples) allows them to discern their critical features and form correct generalisations about a concept. This reduces extraneous cognitive load as students are not distracted by the superficial elements of a problem.
In mathematics, we would introduce variation once students have knowledge of key elements of solving simultaneous equations:
the number of steps;
the operations involved e.g. multiplication or division;
the location of the unknown;
the letter representing the unknown;
if the solution is an integer;
if the solution is negative.
We cannot assume students will form connections and make accurate generalisations with little guidance. Consequently, when using variation teachers must pick examples and non-examples carefully and highlight critical features clearly.
Classroom Routines to Minimise Extraneous Load
A routine is a series of actions triggered by a cue that we perform with little thought or effort.
They are efficient because they remove the need for decisions, reduce new information to process, and rely on our ability to think less about things we do often. The benefits of routines are clear. They: free up cognitive capacity, enhance learning, and boost engagement and feelings of safety, especially for vulnerable students.
Routines in mathematics can significantly enhance students’ understanding and retention of concepts. One example is what pupils do when they enter the classroom. We use a Do Now, which has four core components. They should:
contain Retrieval practice: questions should be based on prior learning;
have a consistent approach: questions should be in the same place every lesson and all students should be able to access them. Students write down their answer on a mini-whiteboard, and then show their MWBs all at once to be scanned by the teacher;
be undertaken independently: students can start immediately with no teacher input;
be completed quickly: the activity should be completed quickly, while also allowing teachers flexibility to follow up on misconceptions.
