Cognitive Load Reduction Instruction P 1-2 by Leslie March

schastain2 — 2025-07-09 15:01:22 UTC

Group 4's summary of paragraph 2 is the following:

Less Is More – our students learn better when instruction is simplified, yet specific.

Cognitive Load Matters – Teachers need to remember that excessive information overload can overwhelm students and hinder their learning. Teachers also need to consider this practice for themselves.

Focus on Essential Information – LRI emphasizes helping students to absorb the most critical content...don't bog down their working memory!!

Designed for Struggling Learners – This method can be particularly beneficial for students who require additional support.

2025-07-09 15:03:49 UTC

working memory transfers to long term memory - it is important to give instruction in smaller, easier to remember chunks to ensure it transfers to long term; working memory is limited! Get them to take it to the long term and it's unlimited!

2025-07-09 15:04:00 UTC

It is key to allow students time and space within their working memory to process so that the new learning can transfer to long-term memory. Repetitions/novelty are needed in order to move all that information to long-term memory. We need to put structures in place to protect processing time for our students. This implies the responsibility of educators to embed structures and procedures to support all learners in achieving long-term memory with appropriate accomodations and scaffolds.