Dr Graham Cooper from the University of NSW wrote this paper in 1998. In it he explains what cognitive load theory is and how it can really add value to the way we design our teaching and learning materials.

As he states in the preface "the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory".

At first I was deeply suspicious - too much exposure to quick fix strategies from the school of accelerative learning and neuro linguistic programming!

But this paper is well reasoned, with excellent examples of the strategies that can be used having considered the load we as teachers place on our students' "working memory".

Take this simple example that really appealed to me as a Year 9 failure in maths.

Faced with the problem

Y = x + 6, x = z + 3, and z = 6, find the value of y

the novice learner would focus on the goal "find the value of y".

Using one of the techniques developed from cognitive load theory (the goal free effect), the problem is restated as:

Y = x + 6, x = z + 3, and z = 6, find what you can.

Attention would now focus on "z = 6" as this is the only variable specified as a numeric value. If nothing else, it would drive my old Maths teacher crazy!

Worth reading and definitely worth trying out some of the strategies suggested.