Page 27 - ELG1903 Mar-Apr Issue 464
P. 27

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.



        editorial@elgazette.com                                                                                27
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