Why does memory matter in every classroom?
“If a problem solution is presented in a manner that requires learners to split their attention between multiple sources of information … more effort is needed to process the information.” – John Sweller
John Sweller’s research highlights how teachers can improve student learning outcomes by reducing unnecessary cognitive load and focusing on explicit instruction.
This blog explores Working Memory, Long-Term Memory, and Instructional Design (Sweller, 2016)- or cognitive load theory – CLT, a framework that explains how working memory and long-term memory impact learning.
If working memory is overloaded, learning suffers. Secondary knowledge, or domain-specific knowledge like algebra or essay writing, isn’t acquired naturally; it needs explicit instruction. Without structured teaching, students can feel overwhelmed, reducing both retention and understanding.
What is cognitive load theory?
Cognitive load theory explains how the brain processes information. Working memory, which is temporary and limited, handles new knowledge, while long-term memory stores what is learned for future use. To ensure learning, teachers must consider these memory constraints in their lesson design.
There are three types of cognitive load: intrinsic (from the material’s complexity), extraneous (from poor instructional design), and germane (supporting learning). Teachers can manage these to optimise learning experiences.
Why does it matter?
Sweller’s research shows why traditional strategies, like direct instruction and scaffolding, outperform less guided methods for teaching complex material. A focus on reducing extraneous load ensures that students’ working memory is used effectively.
How can teachers use CLT in the classroom?
Teachers can apply cognitive load theory with these strategies:
- Use worked examples: Show step-by-step solutions before asking students to try similar problems.
- Simplify materials: Avoid unnecessary information or distractions. Focus on what matters most.
- Tailor for expertise: Provide structured guidance for novices but reduce it for experienced learners.
By planning lessons that respect working memory limits, teachers can create more effective learning environments.
Reflection questions for teachers
- Are teachers giving too many instructions at once?
- Do lesson materials include unnecessary details that might distract students?
- Are worked examples being used before independent problem-solving tasks?
- How is instruction adapted for novice versus experienced learners?
- Could classroom displays or resources inadvertently add to cognitive overload?
- Are students given opportunities to consolidate knowledge into long-term memory?
- Do teachers actively reduce the need for students to split attention across different sources of information?
- Is feedback tailored to help students focus on the most critical aspects of their learning?
- How often do teachers revisit prior learning to strengthen long-term memory retention?
- Are strategies in place to help students connect new knowledge to what they already know?
The research concludes:
Without this critical knowledge of human cognition, instructional design is blind.
Download the full paper to understand the details.
