Cognitive Load Theory (CLT) offers a powerful, research-informed framework that helps teachers understand how pupils process new information and why excessive demands on working memory can impede learning. CLT highlights that working memory is limited and easily overwhelmed, while long‑term memory has far greater capacity—an insight supported by cognitive science research on how information is encoded and stored.
This course provides practical, classroom-ready strategies that help teachers design learning that reduces unnecessary mental effort, supports schema development, and improves pupils’ ability to retain and apply knowledge. The approach also draws on research emphasising the difference between intrinsic load (complexity of the material) and extraneous load (avoidable distractions or poorly designed instruction), making clear how everyday teaching decisions can significantly impact cognitive efficiency.
Who is this Cognitive Load Theory INSET for?
- Teachers (Primary & Secondary)
- Support staff including TAs and LSAs
- SENDCos and Inclusion Leaders
- Middle & Senior Leaders
- Schools seeking to improve clarity, retention, depth of understanding and pupil independence
INSET Aims
Participants will:
- Develop a secure understanding of how working memory and long‑term memory interact, and why overload disrupts learning.
- Identify and reduce sources of unnecessary cognitive demand in classroom explanations, tasks, and resources.
- Explore high‑impact techniques that make challenging content more accessible without lowering ambition.
- Learn how to apply CLT principles to support pupils with SEND and those with weaker working‑memory profiles.
- Build a bank of practical strategies that enhance retention, understanding, and classroom independence.
Cognitive Load INSET Outline
Understanding the Limits of Working Memory
- The science behind working memory capacity and why overload happens.
- How long‑term memory stores knowledge in schemas and why this reduces cognitive burden over time.
Intrinsic, Extraneous and Germane Load
- What each type of cognitive load means for everyday teaching.
- How poor instructional design increases extraneous load (e.g., cluttered slides, confusing tasks).
- How to optimise germane load to support schema development.
Designing Explanations That Reduce Pressure on Working Memory
- Structuring teacher talk so essential ideas are clear and memorable.
- Techniques for sequencing information to avoid overwhelming pupils.
Instructional Design: Creating Cognitive Load‑Friendly Resources
- Reducing distraction, simplifying layouts, and eliminating unnecessary details.
- Designing tasks that support step‑by‑step processing.
Scaffolding for Learning Efficiency
- Avoiding scaffolds that accidentally increase cognitive load.
- Fading support intelligently to promote deeper understanding.
Supporting SEND and Vulnerable Learners
- Why pupils with processing or language difficulties are more prone to overload.
- High‑impact adjustments that improve access while maintaining challenge.
Applying Cognitive Load Theory Over Time
- How to plan sequences, units and revision cycles with cognitive load in mind.
- Ensuring consistency across a term or key stage.
Outcomes for Staff of this Cognitive Load INSET
By the end of the session, participants will:
- Understand how memory and cognitive load affect learning efficiency.
- Be able to identify and eliminate common overload triggers in teaching.
- Have a practical toolkit of strategies adaptable across subjects and phases.
- Be confident applying CLT principles to improve retention, clarity and pupil independence.
Discover more from JMC INSET
Subscribe to get the latest posts sent to your email.
