Why consistent learning resources matter: reducing cognitive load in middle school ela
Do you recall when you were a student? Some may have had really positive experiences, where things seemed to flow very well. Others may recall times where instruction felt “piecemeal” and jagged, impacting how well they were able to learn. In today’s blog, we will talk about how to remain consistent to help reduce unnecessary cognitive load.
what is cognitive load?
Cognitive load is a theory that explains what happens to a student’s working memory when they learn (Sweller, 2024). There are multiple layers within cognitive load, however, for the purpose of this blog we will focus on intrinsic and extraneous cognitive load. In essence, learning unfamiliar information places demands on a student’s mental processing, and unnecessary demands (or even information) can impact the learning process (Sweller, 2024). Extraneous cognitive load can come from how information is organized or presented to a student, and does not always relate to how hard the subject or topic is on its own (which is intrinsic) (Sweller, 2024). Just as topics can be challenging, Sweller (2024) found that within the expertise reversal effect, instructional guidance that may be useful to new learners can quickly become redundant as a learner’s skill level increases.
What does this mean? Learners need different levels of support in the classroom in order to be successful. What are some ways of accomplishing this? Having clear directions, consistent learning routines, and differentiated instruction.
option a: clear directions
Even going back several years ago, clear and organized directions were seen as an important characteristic for both teachers and students (Rademacher et al., 1996). Clear directions are important as they tell students what is expected of them, and reduce extraneous (cognitive) load (Sweller, 2024). Can you imagine a time where you were asked to complete a task, but the instructions were extremely difficult to understand? How did that impact your perception of that learning experience? When we have to work really hard just to understand what is expected of us, it can sour the entire learning opportunity. Thus, a top priority is to check that directions are clear. If you aren’t sure, ask a student! One of them will tell you if something doesn’t make sense - take that opportunity to clarify or revise the directions.
option b: consistent learning routines
Just as students like clear directions, they may also appreciate consistency within their classroom. Structured learning opportunities are a valuable way to reduce cognitive load. If a student knows what to expect, familiar routines may help students devote more attention to the learning task.. Structured assignment routines are appreciated by both teachers and students (Rademacher et al., 1996). Consider how you can structure (or restructure) your classroom to keep things both fun yet consistent.
option c: differentiated instruction
Even in the 90s, the researchers identified opportunities for students to demonstrate learning in different ways as an important assignment characteristic. (Rademacher et al., 1996). We have learned that students need different levels of support in the classroom, which is an important factor. Regardless of the curriculum you choose, making sure that the directions are clear and that it contains opportunities for differentiation can make all the difference for your students.
option d: learn your way
Midway Education understands that learning experiences come in all sorts of shapes and sizes. Whether you are a parent with a homeschooled student, or an instructor with a classroom to look after, we have comprehensive and clear solutions for you. Our Learn Your Way resources focus on having clear Common Core alignment, whilst also including clear directions and opportunities for differentiated instruction. Our comprehensive collection, ranging from bell ringers, assignments, to projects, and even exit tickets ensure that your student(s) will get a consistent and fun learning experience each time. If you enjoy the idea of students having a streamlined learning experience, we invite you to check out our offerings, which are perfect for a single student’s learning journey. Educators who manage a classroom bigger than one (or families who want a deal on our larger collection) may be interested in our Curriculum Collections, which feature exclusive Educator Licenses and Single Student Licenses, ranging from grades 6-8.
If you are someone who facilitates learning but does not specialize in ELA, you can still offer your own brand of differentiation and consistent learning with our Educator’s Differentiated Lesson Plan Journal, with built in pathways, accommodation tracking, and reflection opportunities.
By prioritizing your students’ learning experience, you can help minimize unnecessary cognitive demands and create a more supportive learning experience.
references
Rademacher, J. A., Schumaker, J. B., & Deshler, D. D. (1996). Development and validation of a classroom assignment routine for inclusive settings. Learning Disability Quarterly, 19, 163–177. https://doi.org/10.2307/1511059
Sweller, J. (2024). Cognitive load theory and individual differences. Learning and Individual Differences, 110, Article 102423. https://doi.org/10.1016/j.lindif.2024.102423
Looking for additional classroom resources? Visit the Learn Your Way Store.