Teaching and Learning
Learning at Caulfield Primary School Newsletter Series
Presented by our School Improvement Team Leaders
Krystal Ryan (Literacy English Learning Specialist)
Asami Onda (Numeracy Learning Specialist)
Takako Morita (Bilingual Leader)
Welcome back to our Newsletter series!
Topic 3: Cognitive Load Theory
Last time we introduced the Victorian Teaching and Learning Model 2.0 (VTLM 2.0). Today, we share our knowledge of Cognitive Load Theory and link this to the VTLM 2.0.
←The ‘Elements of Learning’ are based on evidence and outline how we learn, including the way that information moves from our short term memory into our long term memory, and the impact that ‘overload’ can have on our ability to retain and recall information.
←The ‘Elements of Teaching’ takes into account the science of learning to ensure that we make decisions and utilise strategies that will optimise learning for all students. For example, ‘Enabling Learning’ recommends the importance of clear expectations and routines, as this can support ‘reducing the cognitive load’ for students.
Cognitive overload refers to a state that can happen during learning where students struggle to process and store new information in memory.
Working memory - Limited space
Long term memory - Vast storage capacity
Cognitive Load Theory recommends that in order to increase learning, we reduce extraneous load and optimise intrinsic load. Reducing extraneous load is about eliminating unnecessary information and not replicating necessary information. The ways to optimise intrinsic load includes delivering a portion of the content before the main lesson (i.e. pre-teaching vocabulary) and breaking up a task into smaller chunks.
Sweller’s Cognitive Load Theory in Action (By Oliver Lovell)
In Term 1, all the teaching staff participated in the Book Club where we read this book together. We discussed and built our knowledge about this important theory. Since undertaking this professional learning we have been more conscious of reducing extraneous load for example some changes that we have made include;
- Ensuring our teaching materials (slides, handouts) are simple with minimal distractions such as images, colours and text.
- Changing the layout of our classrooms, such as setting desks in rows to ensure all students are facing the front and reducing decorations displayed.
Would you like to know more? Here are some helpful links;
What’s coming up in the Week 7 Newsletter? In Topic 4, we will discuss the importance of reviewing learning.