Lightening the load: Integrating cognitive load, schema theory and progression mapping in the primary classroom
8 min read
ALEX REYNOLDS, DIRECTOR OF PRIMARY LEARNING & CURRICULUM, NORTHERN EDUCATION TRUST, UK
HANAH HERON, DIRECTOR OF EDUCATION, CLIC TRUST, UK
KIRSTIN MULHOLLAND, ASSISTANT PROFESSOR IN EDUCATION, NORTHUMBRIA UNIVERSITY, UK
LOUISE JACKSON, INDEPENDENT EDUCATION CONSULTANT, WYE EARLY YEARS, UK
NICOLA CHERRY, EARLY YEARS DELIVERY MANAGER AND INDEPENDENT EARLY YEARS CONSULTANT, UK
Effective teaching is complex and nuanced. It requires a deep understanding of the principles that underpin it. Teachers face the challenge of teaching complex concepts in a way that is accessible to all learners. In this article, we explore this challenge through the lens of cognitive load theory, schema theory and progression mapping, as we unpick a primary curriculum example.
Take this exposition from a Year 6 geography lesson. A teacher is explaining how to use maps:
Okay, we’re going to be using maps today to plan a route. Here’s my example, you can see how I’ve colour-coded it and I ca
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