Why do some teaching strategies overwhelm students?
Understanding Cognitive Load Theory can help teachers design lessons that reduce overload and improve student learning.
In this episode of The Memory Toolkit, I explore the fascinating world of Cognitive Load Theory. Developed by John Sweller in 1988, this theory explains how our brains process and store information—and why some teaching strategies can unintentionally make learning harder.
Episode Summary
In this episode, I break down:
- ✅ What Cognitive Load Theory is – and why it matters
- ✅ The three types of cognitive load – intrinsic, extraneous, and germane
- ✅ Why problem-solving alone doesn’t always lead to learning
- ✅ Simple strategies to reduce cognitive overload in the classroom
Listen now
Available on: ✅ Podbean / Duration: 24 minutes
Further reading
- How Cognitive Load Theory explains why students struggle to retain information
- Why worked examples are more effective than problem-solving for novices
- How to reduce extraneous cognitive load with better lesson design
- Practical classroom strategies to help students learn more effectively.
⏭ Next episode
Next time on The Memory Toolkit, I will be exploring how cognitive load theory applies to lesson planning—helping teachers design more effective instruction.
Image credit: Depositphotos.com
I think that understanding cognitive overload is one of the most effective ways to improve our practice as teachers. It can influence everything from the way we present information on the board to the way we structure our schemes of work. Students can understand the concept of cognitive load as well, especially if you purposely overload their phonological loop during a memory exercise!