Cognitive Load
With contributions from: Hollie Leach
Ever felt like your brain’s full, and you just can’t take in any more? Like cramming for a test and hitting that mental brick wall? That’s Cognitive load Theory in action!
As a tutor, understanding how cognitive load works can transform how you approach your sessions. It’s all about finding the right balance between what a student’s working memory can handle and how you help them transfer information into their long-term memory. Let’s explore how this works - and how you can use it to make your sessions more effective.
What is cognitive load?
Cognitive Load explains how we process and retain information. It’s all about the balance between two key players:
Working memory: Think of this as a sticky note. It’s small but useful, holding a limited amount of information at once - around 5 to 9 pieces. Overload it, and things just won’t stick.
Long-Term memory: This is like your brain’s filing cabinet, where information is stored for the long haul. It helps you recall what you’ve already learned and use it to understand new concepts.
As a tutor, your job is to help students move information from their working memory to their long-term memory. Get the balance right, and your students will thrive. But if you overload their working memory, learning comes to a screeching halt.
The three types of cognitive load
Not all “load” is bad, but understanding the three types of cognitive load can help you manage it:
Intrinsic Load
This is the complexity of the material itself. Some topics are naturally harder than others, requiring more mental effort to understand. For example:
Low intrinsic load: Multiplying single-digit numbers (straightforward with basic steps).
High intrinsic load: Solving simultaneous equations (involves multiple steps and concepts).
To manage intrinsic load, break complex topics into smaller parts. For instance, if you’re teaching fractions, you might first focus on simplifying fractions, then move to adding and subtracting them, and finally tackle multiplication and division.
2. Extraneous Load
This is the mental effort caused by how information is delivered. Disorganised explanations, unnecessary distractions, or unclear visuals can add unnecessary strain.
Be intentional about how you present information. For example:
Use concise explanations: Instead of saying, “So, to find the area, you multiply these two numbers together because it’s a formula we use for rectangles,” simply say, “Multiply length by width.”
Provide visuals: When teaching geometry, show a labelled diagram rather than relying on verbal descriptions alone.
3. Germane Load
This is the mental effort your student puts into making sense of the material. It’s about how they actively engage with learning - through asking questions, applying what they’ve learned, or summarising key points.
Encourage germane load by asking your students to reflect on what they’ve learned. For instance, after a session on essay writing, you could ask, “What steps will you use to plan your introduction next time?”
Your goal? Minimise extraneous load while balancing intrinsic and germane loads to make learning more effective.
Recognising overloaded students
Recognising when a student is overloaded is crucial. It’s like their brain hits a traffic jam, and nothing can get through. Look out for these signs:
Zoning out: They might have a glazed-over look, stare into space, or start fidgeting aimlessly.
Repeating questions: Asking for the same thing to be explained over and over is a clear sign they’re struggling to process information.
Frustration or stress: Slouching, sighing, or showing visible tension are all red flags.
If you notice these signs, it’s time to pause and recalibrate. Break the task into smaller chunks, recap what’s already been covered, or shift to a lighter activity to give their brain a breather.
How to avoid cognitive overload
As a tutor, you’re uniquely positioned to help students avoid cognitive overload. Here are some tried-and-tested strategies to keep learning manageable and effective: avoid overload:
Check their knowledge: Start with a quick chat or a few questions to gauge what they already know. This helps you build on solid foundations instead of piling on too much new information. For example, if you’re teaching percentages, start by asking, “What do you know about converting fractions to percentages?” If they’re confident, you can move ahead; if not, you know where to begin.
Minimise distractions: A quiet, focused environment works wonders. Encourage them to put phones away and work in a space free from interruptions.
Break it down: Scaffolding is your best friend. Take big, overwhelming concepts and break them into bite-sized steps. Think of it as building a Lego structure - one block at a time. For example, when teaching essay structure, start with introductions one week, move to main body paragraphs the next, and save conclusions for later.
Take your time: Rushing only adds to the stress. Give students enough space to think, process, and complete tasks at their own pace.
Encourage active learning: Keep their brain engaged with quizzes, discussions, or quick-fire questions. These activities help reinforce understanding and make learning interactive. For example, after explaining a concept, ask them to teach it back to you. For instance, “Now that we’ve gone through Pythagoras’ theorem, can you explain how you’d use it to find the hypotenuse?”
Repeat and revisit: Go over key points multiple times. Repetition helps move information from their sticky note (working memory) into the filing cabinet (long-term memory).
Why cognitive load matters
Managing cognitive load isn’t just about making learning easier - it’s about building your students’ confidence and setting them up for success. By recognising when they’re struggling and adjusting your approach, you create a supportive environment where they can thrive.
As a tutor, your ability to spot signs of overload and adapt will make all the difference. It’s not just about the material you’re teaching; it’s about how you’re teaching it. With these strategies in hand, you’ll help your students not only learn but also love the process.
So, next time your student seems stuck, remember: a little less load can lead to a lot more learning.