Designing Learning Solutions

Managing Cognitive Load

Challenge: Too Much Essential Processing
Essential Overload = Even when extraneous processing has been minimized, the
amount of essential processing required is greater than the learner’s cognitive capacity.

In other words, the essential material/content is so complex that the learner does not
have sufficient processing capability (Clark & Mayer, 2016). Therefore, we must carefully
consider the demands we impose on learners’ by using instructional methods/techniques
to optimize the complexity of the content to be learned.

Instructional Methods
That Help Optimize Essential Processing
Provide Clear Learning Objectives
 Clearly articulate learning objectives to help
learners focus their essential cognitive
processing
Activate Prior Knowledge
 Begin a topic by activating learners' prior
knowledge, helping them connect new
information to existing mental schemas
Promote Active Learning
 Engage learners in activities that require
active participation, such as discovery
learning, discussions, problem-solving, and
hands-on activities
Implement Problem-Based Learning
 Structure learning around authentic problems,
encouraging learners to apply essential
cognitive processing to solve real-world
challenges
Foster Collaborative Learning
 Promote collaborative activities that require
learners to engage in discussions, share
ideas, and collectively solve problems
Use Real-World Examples
 Illustrate concepts with real-world examples to
enhance relevance and application
Chunk Complex Content
 Break complex material into smaller learning
chunks
Offer Scaffolding
 Provide support and guidance (scaffolding) to
help learners as they progress through
complex tasks, gradually reducing the support
Facilitate Mind Mapping
 Create visual diagrams that connect related
concepts to help organize information and
promote deeper comprehension
Use Spaced Repetition & Interleaving
 Distribute learning over time to optimize,
refresh and reinforce memory
 Mix and switch (interleave) learning between
multiple topics
Encourage Reflection
 Incorporate opportunities for learners to
reflect on their thinking and learning
experiences (metacognition)
Provide Feedback
 Offer timely and constructive feedback to
guide learners in refining their essential
cognitive processing

For questions or further discussion, Sample References

please contact Howard B. Lewis, Ph.D., CPT
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 Designing Learning Solutions
Managing Cognitive Load
Challenge: Too Much Extraneous Processing
Sample references for optimizing essential cognitive processing.
Provide Clear Learning Objectives
 Gagne, R. M., Briggs, L. J., & Wager, W. W.
(1992). Principles of instructional design
(4th ed.). Holt, Rinehart and Winston.
Activate Prior Knowledge
 Ausubel, D. P. (1968). Educational
Psychology: A Cognitive View. Holt,
Rinehart and Winston.
Promote Active Learning
 Bonwell, C. C., & Eison, J. A. (1991). Active
Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education
Reports.
Implement Problem-Based Learning
 Barrows, H. S., & Tamblyn, R. M. (1980).
Problem-based learning: An approach to
medical education. Springer Publishing
Company.
Foster Collaborative Learning
 Johnson, D. W., & Johnson, R. T. (1999).
Learning Together and Alone: Cooperative,
Competitive, and Individualistic Learning
(5th ed.). Allyn & Bacon.
Use Real-World Examples
 Brown, J. S., Collins, A., & Duguid, P.
(1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1),
32-42.
Instructional Methods
For questions or further discussion, please contact Howard B. Lewis, Ph.D., CPT
Chunk Complex Content
 Sweller, J. (1988). Cognitive load during
problem solving: Effects on learning.
Cognitive Science, 12(2), 257-285.
Offer Scaffolding
 Wood, D., Bruner, J. S., & Ross, G. (1976).
The role of tutoring in problem solving.
Journal of Child Psychology and Psychiatry,
17(2), 89-100.
Facilitate Mind Mapping
 Novak, J. D., & Gowin, D. B. (1984).
Learning how to learn. Cambridge
University Press.
Spaced Repetition & Interleaving
 Pashler, H., Bain, P. M., Bottge, B. A.,
Graesser, A., Koedinger, K., McDaniel, M.,
& Metcalfe, J. (2007). Organizing instruction
and study to improve student learning
(NCER 2007-2004). National Center for
Education Research.
Encourage Reflection
 Schön, D. A. (1987). Educating the
Reflective Practitioner. Jossey-Bass.
Provide Feedback
 Hattie, J., & Timperley, H. (2007). The
power of feedback. Review of Educational
Research, 77(1), 81-112.
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