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Temporal Contiguity builds off Spatial Contiguity. The specification here is that Temporal Contiguity specifies an image should be presented alongside its label at the same time.

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Spatial Contiguity refers to placing labels/symbols next to what they are describing. Keeping things organized reduces cognitive load and potential confusion.

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This principle discusses how the text in lectures and narration from teachers conflict and cause cognitive load. A student reading the board and listening to the teacher is overwhelming and similar to listening to two audiobooks simultaneously. Instead, teachers could use more images than text while they narrate because Images(visual) and narration(audio) are complimentary and don't clash.

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The signaling principle is a useful tactic that helps make your lessons understandable. By highlighting or circling important details, cognitive load is reduced!

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Germane Cognitive Load is when students make a connection between their working memory and long term memory. Teachers can aid students by ensuring students have pre-requisites down before learning a heavy topic. Having pre-requisites will lower cognitive load and heighten the chance of an Aha moment/Germane Cognitive Load from happening.

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Intrinsic Cognitive Load relates to the complexity of a task. Asking a student which planet in the solar system is the biggest is a low intrinsic cognitive load compared to asking a student to list planets from small to big. Teachers can't do much to lower intrinsic cognitive load. However, they could at least support students by relating intrinsic cognitive load to their experiences. An example is an astronomy class using telescopes as a tool to look at the planets because students might've had experience with using telescopes. Students would probably learn better with something they've experienced before, like telescopes, rather than consuming an unfamiliar video/book.

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Educators who include irrelevant topics, images, flashy slide animations, and decorations contribute to cognitive load. Adding more than what's essential might look nice but steals focus and coherency from the main topic.

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Extraneous Cognitive Load can be dramatically reduced by educators. Unpleasant distractions from open windows, open doors, and unpleasant classroom temperatures are a few examples of contributors to extraneous cognitive load. Educators should also pay attention to the materials they present to the class, i.e., worksheets, PowerPoints, notes, and instructions. If these materials are poorly made and vague, they distract students from the topic and cause conflict.