Page 27 - ELG1903 Mar-Apr Issue 464

SPECIAL FEATURE

memory to support working memory and
relieve the cognitive load.
More controversially, there are implications Top tips to reducing
for trying to teach new content material, for
example from another area of the curriculum,
via a second language. This could result in cognitive load in the
cognitive overload as working memory tries
to process two kinds of new item with no
support from long-term memory. beginner to
There are also other factors which can
impede working memory processing, such pre-intermediate classroom
as stress and poor health. Stress can have
catastrophic affects on working memory
capacity over both the short-term (I have Constantly recycle vocabulary and grammar to establish long-
misplaced countless items when feeling 1 term memory and reduce cognitive load on working memory.
stressed) or long-term. Use known vocabulary with new grammar and vice versa. Textbooks
Older people may have some decline in tend to cover one lexical set then move on to a new one so cannot
working memory capacity (alas, I’ve noticed be relied on to recycle language – teachers need to integrate their
this in myself) and children have much less own recycling plan into their lessons. Increasing language content in
supporting information in their long-term
memory (so using familiar realia and can long-term memory will decrease cognitive load in future lessons.
be especially helpful).
In my own classroom, with lower-level Keep instructions clear and simple by using an established set
refugee learners, we have several of these 2 of recycled instructions or language from the same level being
limitations. The class is an opportunity for taught. Trying to understand the instructions is additional cognitive
learning both English and new practical and load and also blocks access to supporting information from long-term
cultural information. memory. Some activities, however, are time-consuming to set-up the
Our approach is to discuss the new fi rst time but worth the effort as the method will be re-used regularly.
information (for example, about our school In this case take time to break the of activity down – one small part at
system) in their first language via our advanced
student-helper before focusing on some items in a time.
English. To introduce entirely new information
through a second language will inevitably lead Use clear, worked examples for all exercises and activities to
to cognitive overload for lower level learners. 3 further clarify the instructions. For example, if students are
Stress and health issues are also a major factor: practising conversion from the active to the passive voice, write out
having a pleasant social experience is a very one example, making clear how the conversion occurs: ‘someone
high priority. locked the cat out last night’ (active) becomes ‘the cat was locked
The theory also has implications, however, out last night’ (passive).
for changes in instructional style, as learners
move to higher levels. Some of the tips given Keep a clear focus on the activity or task in hand. Avoid splitting
here may be inappropriate and counter- 4 students’ attention (which increases cognitive load) by, for
productive as learners become more expert.
Too much instruction and support at higher example, searching for supporting information or translations. Keep
levels becomes redundant and actually irrelevant information to a minimum.
impedes the progress and developing skills
of more expert learners. Choose content that draws on what students already know.
In the tips below, the focus is on reducing 5 Avoid teaching new or diffi cult content primarily or exclusively
the cognitive load for lower level learners. in English. For example, when linking English to other curriculum
There is no clear and simple boundary content, choose content that has already been covered rather than a
between the levels as one grades into the brand- new topic. Pre-teach key items for listening and reading tasks.
other – but the lexical schema of a competent
B1 or intermediate student could probably be Teach in ‘chunks’, for example teaching collocations will maximise
considered an expert for this purpose. 6 working memory capacity for learning new vocabulary and
Reducing cognitive overload reduces
confusion and increases understanding, grammar.
motivation, task-completion and long-term
memory storage. Educators in Sweller’s home Teach supporting learning strategies (metacognitive practices)
country have a lot of experience in applying 7 such as effective, ongoing revision: how to practice retrieving
cognitive load theory to the classroom. information from long-term memory to consolidate long-term storage
and cross-link information. Increase motivation for this by explaining
that it will make future learning easier. Authentic material is good
■ For further information see these freely retrieval practice when the content is already familiar.
available reports from the Australian
Department of Education available at: Be aware of factors that may be affecting students’ working
8 memory processing, such as naturally occurring individual
https://www.cese.nsw.gov.au/publications- differences, stress and poor health. Some students may need a
filter/cognitive-load-theory-research-that-
teachers-really-need-to-understand narrower language focus and more recycling practice.

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