Learning is most effective when cognitive load is optimised.
What does it mean?
Our working memory is limited in capacity. This has two main consequences: The limit creates a form of bottleneck that restricts the flow of knowledge into our long-term memory. We need to break down new learning into small chunks that can be processed and linked to schemas piece by piece, and avoid extraneous material getting in the way.
When we try to solve problems, we can be impeded if part of our working memory is taken up trying to recall information. The more fluent and automatic our recall is, the more working memory space we have to use that information to solve problems. Fluency develops through retrieval practice. What are the implications for teachers?
Plan learning sequences carefully so that concepts flow well, and build steadily and cumulatively. Allow students to secure confidence through modelling and practice of each step, rather than having to handle a whole sequence at on
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