Microlesson on the Science of Learning

Cognitive Load and Problem Solving

Hi everyone,

In support of the graduate courses that we teach at the University of Toronto, Nidhi has developed a number of self-contained microlessons that examine different aspects of the science of learning. These microlessons frequently accompany the weekly readings that we assign to our students. In each microlesson, Nidhi tries to explain a cognitive science concept in simple, easy-to-understand language.

In this post, and occasionally in future posts, we’ll use this space to share one of Nidhi’s microlessons with you. We hope you enjoy them!

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Microlesson: Cognitive Load and Problem Solving

Humans can only process a small amount of information in working memory at any one time. This has important implications for how we design instruction. In this video, Nidhi talks about the limits of working memory and the learning problems that can occur if too much new information is presented at once. Nidhi also talks about how the load on working memory can be eased — and learning can be made more effective — by breaking complex information into smaller, bite-sized pieces, and by drawing on information that learners already have stored in their long-term memories. The information stored in our long-term memory, known as schemas, helps reduce the load on our working memory, enabling us to solve problems more effectively. This video also explores how cognitive limitations can influence our problem-solving abilities.

Implications for Teachers and Learning Designers

Cognitive load theory has many important implications for teachers and learning designers.

• Keep your instructions and materials clear, and try to minimize any classroom elements that might be distracting.

• Manage the pacing of your lesson, taking care not to teach too much new material at one time.

• After presenting new material, use active learning strategies to help students solidify their understanding.

• Provide scaffolds and worked examples, as needed, to further reduce load.

By thoughtfully applying strategies that align with the human cognitive architecture, you can create instructional environments that are more conducive to learning.

Without an understanding of human cognitive architecture, instruction is blind. -John Sweller