Scenario – Cognitive Load Theory

Step 1: Teacher, Charlotte, enters her primary school mathematics class, conscious of the importance of applying Cognitive Load Theory to optimise her students’ learning experiences. She observes varying levels of mathematical proficiency among her young learners and acknowledges the need for a carefully designed instructional approach to minimise cognitive overload.

Step 2: Charlotte begins the lesson by introducing simple addition and subtraction concepts using single-digit numbers. Recognising the significance of incremental learning, she provides clear and concise explanations, accompanied by visual aids such as counting manipulatives and number charts, to support students’ comprehension and reduce cognitive strain.

Step 4: As the lesson progresses, Charlotte observes her students engaging with the material enthusiastically, demonstrating improved comprehension and confidence in their mathematical abilities. She notes the success of her instructional approach in promoting both immediate comprehension and sustained knowledge acquisition, laying a solid foundation for future mathematical learning and fostering critical thinking skills essential for academic success.

Step 3: Throughout the lesson, Charlotte incorporates spaced practice into her teaching, revisiting previously learned concepts regularly to reinforce understanding and facilitate long-term retention. By offering opportunities for repetitive practice in a structured manner, she ensures that students can internalise mathematical skills effectively without feeling overwhelmed.