The Office of Educational Improvement at the medical College of Wisconsin says that working memory can process 5-9 pieces of information at any given time. They suggest designing coursework based around CLT by beginning the teaching/planning process with strong learning objectives for each session that highlight where learners need to be at the end of a session/unit.

In my own teaching, I would be interested in applying this knowledge while also figuring out how to not overload students with visual and spoken introduction as I introduce potentially new information to them.

https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory.pdf

The over-arching concept of this principle was using prior knowledge as tool to assimilate new understandings, then explaining how the old ideas and new ideas are both similar and different. In the picture above we see that a child recognizes a dog then uses that understanding to label a cat as a dog as well (since they, ostensibly, have a lot in common). Once the child has made a connection that dogs and cats are similar—both are four legged, hairy, pets, etc.—then we can explain how these things are different!

Belonging and Acceptance: Students perform better when they feel they belong in their academic environment and are accepted by peers and teachers.

Growth Mindset: Students are more motivated when they believe intelligence and ability can be improved through effort rather than being fixed traits.

Process vs. Ability Praise: Praising effort, strategies, and improvement processes is more effective than praising natural ability or talent.

Learning Goals vs. Performance Goals: Focusing on improvement and learning motivates students more than focusing on looking smart or getting approval.

Relevant Research Findings

Research shows that students who believe they belong in their learning environment are more likely to persist through challenges and seek help when needed.

This principle really resonates with my own learning experiences. I remember feeling more motivated in classes where teachers emphasized improvement over natural talent. When teachers would say things like "I can see how hard you worked on this" rather than "you're so smart," it made me want to keep pushing myself.

The belonging aspect is huge too. In classes where I felt like I didn't fit in or that my questions were unwelcome, I found myself checking out mentally. But when teachers created inclusive environments where everyone's contributions were valued, I was much more engaged.

I think about how this applies to group work like our current discussion boards - when we focus on learning from each other's perspectives rather than just getting the "right" answer, it creates that sense of belonging and shared growth that motivates everyone to contribute meaningfully.