This course is part of a series of courses using evidence-based research to develop, and embed, 'great' teaching and learning. This course will:
- Explain cognitive load and Cognitive Load Theory.
- Discuss the cognitive load of different learning tasks and examine what causes and increases cognitive load
- Review how the human brain learns and the difference between long-term and working memory
- Explain the difference between intrinsic and extraneous cognitive load
- Provide practical strategies for managing cognitive load in the classroom to support all pupils' learning.

“Sweller’s Cognitive Load Theory is the single most important thing for teachers to know.” Dylan Wiliam
"Cognitive Load Theory is a series of instructional recommendations built upon knowledge of how humans learn." Oliver Lovell (2020)
The ECT framework states that ECTs (and all teachers) need to learn how to "Avoid overloading working memory…' (Standard 2) and the Ofsted Inspection Toolkit refers to teachers 'presenting information clearly' and teaching in a way that allows pupils to 'transfer key knowledge to long-term memory'. (page 21/80)

Research shows that working memory is limited and can often be flooded with distractions. This causes some pupils to become overwhelmed, disengaged and to lose focus on the learning. Cognitive Load Theory has implications for all aspects of teaching and learning, from curriculum design to classroom layout.
An understanding of cognitive load theory can lead to simple changes that can have a positive impact on learning. This course will provide examples of how the memory works, and how careful classroom management, along with curriculum and lesson design can focus the working memory and deepen learning.