Schema Formation

Cognitive Load Part 2a

Did you ever have a student who was able to memorize everything you said but couldn’t quite understand how it all fit together? Have you ever found yourself fielding questions about what the point of an assignment is?

If so, you might want to spend a little time pondering SCHEMAS with us—one of the key components of cognitive load that can help us move students from simply memorizing material to understanding and using it properly.

Cognitive Load and the Whole-Person Learner

“Humans have a limited capacity to think actively about many things at once. A particular challenge in learning design is thus helping students to limit the number of tasks or problems they are tackling at once, so that they are able to process and retain more of what they learn.

Cognitive Load Theory has given us clear ideas about ways that we might adjust our pedagogy around the limits of human memory. But its application beyond formal classroom spaces has thus far been quite limited. This paper invites readers to consider ways that Cognitive Load Theory might inform the whole of the student experience.”

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