Cognitive load theory
Cognitive load theory (CLT) explains that students have limited working memory, so lessons should be structured to optimise how much students need to draw from it. New information should be chunked, clearly presented and linked to prior knowledge. When used effectively, CLT helps students to use their mental focus on learning and transferring ideas to long-term memory.
Initially developed by
John Sweller, University of New South Wales, Australia (1988).
Effectiveness
Sweller et al.’s 2015 Randomized Controlled Trial showed that students taught complex tasks with the help of worked examples significantly outperformed the control group, with effect sizes ranging from 0.8 to 1.2.
Further reading
Where you'll find it in Stile
Cognitive load theory is used as a design principle across all of Stile’s lessons.
Examples within Stile
Front-loading scientific terminology
Key scientific terms are introduced early in lessons. Definitions are paired with a reference image and can be read aloud to students. The same images and definitions are used in printable flash cards, available for each unit.
The role of gravity lesson
in the Our Place in Space unit
in the Our Place in Space unit
Fully worked model answers
Every question has a complete model answer, so the process of working through a question can be clearly demonstrated to students.
Flower dissection lesson
in the Plants unit
in the Plants unit
Dual-coded explanations
Concise text is supported by a diagram or supporting image. Where it makes sense, videos and simulations reinforce concepts in ways that text and images are limited.
Guess to know your rocks lesson
in the Active Earth unit
in the Active Earth unit
Frequent retrieval checks
Each chapter ends with an auto-graded quiz, or check-in, that helps transfer new ideas into long-term memory before moving on.
Check-in lesson
in the Energy Conservation – Hydropower Edition unit
in the Energy Conservation – Hydropower Edition unit
Explore our core science curriculum
