Cognitive Load Theory
What is CLT?Cognitive load theory was first developed by John Sweller in a 1988 publication. Through experimental trials, Sweller confirmed that working memory was only able to hold a small amount of information at any one time, and that instructional methods should avoid overloading it in order to maximize learning. The term "cognitive load" refers to the total amount of mental activity imposed on one's working memory at a time.
A PDF of his publication is included below. |
Cognitive Load During Problem Solving: Effects on Learning | |
File Size: | 1841 kb |
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CLT in the Classroom: Schema
Throughout his publication, Sweller utilizes the term "schema". This refers to an organized pattern of knowledge found in one's long-term memory, and is the key to reducing cognitive load. Each schema acts as a single item in working memory, so it can be handled easier than many new, isolated pieces of information. The importance of activating prior knowledge in classrooms is supported by the findings of Robert J. Marzano, Barbara B. Gaddy, and Ceri Dean. Their publication is titled What Works in Classroom Instruction.
There are different types of schemas:
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