Sweller's Cognitive Load Theory in Action

What is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can’t see directly into students’ minds, we do have Cognitive Load Theory, and this is the next best thing.

Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes. Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms.

This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.

Cognitive load theory is supported by a significant number of randomised controlled trials. This large body of evidence indicates that instruction is most effective when it is designed according to the limitations of working memory. Information is processed in the working memory, where small amounts of information are stored for a very short time. The average person can only hold about four ‘chunks’ of information in their working memory at one time. (https://education.nsw.gov.au/about-us/educational-data/cese/publications/literature-reviews/cognitive-load-theory)

Table of Contents

Introduction: Why is Cognitive Load Theory important for teachers? 15

How to read this book 16

Part I: The A, B, C, D, E, of CLT 17

• Architecture: the cognitive architecture of human memory 18
• Biology: biologically primary versus biologically secondary information 22
• Categorisation: categorisation of intrinsic and extraneous load 24
• Domains: domain-general versus domain-specific knowledge and skills 27
• Elements: element interactivity, the source of cognitive load 29
• Summarising the ABCDE of CLT 33

Part II: Optimise intrinsic load 35

• When to optimise intrinsic load 35
• How to optimise intrinsic load 39
• Pre-teaching 39
• Segmentation 44
• Sequencing and combination 49
• The expertise-reversal effect 58

Part III: Reduce Extraneous Load 61

• When to reduce extraneous load 61
• Hone the presentation 61
• Redundancy 61
• Split-attention 72
• Transient information 88
• Modality 94
• Structure the practice 104
• Worked examples 104
• Self-explanation 119
• The goal-free effect 134

Conclusions: Cognitive Load Theory, where to from here? 147

"I would like to recommend this book in the highest possible terms to all educators who wish to familiarise themselves with cognitive load theory."
- John Sweller, Emeritus Professor