Cognitive Load Theory
Cognitive Load Theory is the idea that our working memory is like a small desk: it can only hold a few things at once, so if we pile on too much, learning actually gets worse, not better. In schoolwork, “load” comes from three places: the complexity of the material itself, the way it’s presented (confusing directions, cluttered worksheets, too many steps at once), and the mental effort that actually builds understanding, like making connections and practicing. Teachers can support learning by reducing unnecessary load so students’ mental energy is freed up for thinking deeply and practicing until they’re fluent.
Why this matters
• Students can only hold a few new pieces of information in mind at once. When lessons are overloaded with steps, text, or visuals, learning drops even if students are trying hard.
• Cognitive load theory (CLT) helps teachers design explanations, examples, and materials that keep thinking focused on the most important ideas.
What it is
• Working memory is limited; long-term memory is large. CLT is about not overloading working memory so new ideas can move into long- term memory.
• There are three kinds of load: intrinsic (how complex the idea is), extraneous (distractions and confusion), and germane (productive effort to make sense of ideas). We want to reduce extraneous load and support germane load.
Key classroom moves
• Chunk new learning into small steps and teach one step at a time before asking students to do all the steps together.
• Use simple, consistent layouts on slides and handouts; remove clip art, side conversations, or extra problems that do not serve the goal.
• Model your thinking out loud as you solve a problem or read a text; then ask students to try the same step with support.
• Give students a clear worked example to study before you ask them to solve many problems on their own.
• Check in frequently with quick prompts ("Tell a partner the first step," "Thumbs up if you know what to do next") before moving on.
Implications by grade
Grades K–2
• Use short, predictable routines (for example, 5 minute phonics or counting warm-ups) so students know what to expect and can focus on content.
• Limit directions to one or two steps at a time; use picture cues whenever possible.
Grades 3 –5
• Break multi-step tasks (for example, long division, paragraph writing) into mini-lessons that focus on one part before combining them.
• Use graphic organizers to show the structure of tasks and reduce the need to remember all the parts at once.
Grades 6 –8
• When teaching complex procedures (for example, solving equations, writing argumentative essays), provide a clear step list and refer back to it often.
• Ask students to highlight or annotate only the most important information in texts or problems to reduce unnecessary load.
Grades 9 –12
• Organize notes, slides, and handouts around a small number of key questions or big ideas instead of many disconnected facts.
• When material is especially dense, pause more often for summarizing, paraphrasing, and quick checks for understanding.
References
Sweller, J. (2023). The development of cognitive load theory: Replication crises and
incorporation of other theories can lead to theory expansion. Educational Psychology
Review. Advance online publication. https://doi.org/10.1007/s10648-023-09817-2