5th March 2024

A Teachers’ Guide to Cognitive Science in Teaching

Understanding how students learn isn’t just beneficial – it’s transformative. Cognitive science provides evidence-based strategies that help teachers design lessons to maximise learning and retention. Using cognitive science principles, we can address common classroom challenges, such as information overload, misconceptions, and long-term retention.

That’s why at Up Learn, our A Level and GCSE courses are built on cognitive science principles.

Over the last few decades, cognitive science research has greatly accelerated, and what we understand about learning has improved. Up Learn was created to deliver a world-class learning experience that brings out the best in any student. One that ensures that all students learn effectively and master their subjects.

Key Benefits of Applying Cognitive Science:

  • Improves student engagement by tailoring lessons to how the brain works.
  • Reduces the cognitive load on students, making learning more efficient.
  • Boosts long-term retention through techniques like retrieval practice and spaced repetition.

Quick Definitions:

  • Working Memory: The limited capacity system where information is temporarily held and processed.
  • Long-Term Memory: The virtually unlimited storage system where knowledge is permanently retained.

Research has shown that effective teaching depends on understanding the relationship between these two systems (Sweller, 1988). Mismanaging working memory leads to cognitive overload, which can hinder learning. This guide will explore the foundational principles of cognitive science and how to apply them in your classroom.

1. Cognitive Load Theory ⚙️

John Sweller’s Cognitive Load Theory (1988) is a cornerstone of modern teaching. It highlights how overloading students’ working memory prevents effective learning. Sweller’s research emphasises that understanding the types of cognitive load can help teachers design more effective lessons.

Types of Cognitive Load:

  1. Intrinsic Load: The inherent complexity of the material being taught. For example, deriving the Schrödinger equation has a higher intrinsic load than solving simultaneous equations.
  2. Extraneous Load: Unnecessary mental effort caused by poor instructional design, such as overly complex diagrams or irrelevant information.
  3. Germane Load: The mental effort directed toward understanding and integrating new information into long-term memory. Germane load is the “good” load that enhances learning.

Examples of Poor Load Management:

  • Presenting a detailed proof of calculus theorems without first scaffolding basic concepts can overwhelm students.
  • Using overly technical language while teaching quantum mechanics without linking it to tangible examples increases intrinsic load unnecessarily.

Practical Implications:

  • Teachers should simplify materials and focus on clarity, especially when introducing new concepts.
  • Break down complex ideas into manageable chunks to reduce intrinsic load and allow students to process information step by step.

 Designing Effective Lessons with Cognitive Load Theory

To create lessons that align with Cognitive Load Theory, teachers must actively manage all three types of load:

1. Reducing Extraneous Load:

  • Use Clear Visuals: For A-Level Biology, instead of overwhelming students with an entire metabolic pathway, focus on a simplified version of glycolysis first, showing key molecules and enzymes. Gradually expand it as students grasp the foundational process.
  • Avoid Split Attention: When teaching organic synthesis in Chemistry, ensure reaction mechanisms are presented on a single cohesive diagram, rather than splitting information across slides or handouts.
  • Mitigate the Transient Information Effect: In A-Level Physics, when teaching electromagnetism, combine animations of electromagnetic waves with a written explanation students can revisit.

2. Managing Intrinsic Load:

  • Scaffold Learning: In Economics, introduce the concept of elasticity by first explaining percentage changes with simple examples like price increases for everyday goods. Only after students are confident should you move to calculating elasticity coefficients for market demand.
  • Pre-Teach Vocabulary: For Encourage Self-Explanation: In History, ask students to analyse primary source documents, then explain the author’s perspective and biases aloud or in writing. This promotes deeper engagement with the content..

3. Enhancing Germane Load:

  • Incorporate Worked Examples: In Maths, show step-by-step derivations of equations, such as finding the general solution to trigonometric identities. Use similar but incrementally harder problems for guided practice.
  • Encourage Self-Explanation: In History, ask students to analyse primary source documents, then explain the author’s perspective and biases aloud or in writing. This promotes deeper engagement with the content.

 Case Study: Using Cognitive Load Theory in Practice

An A Level teacher preparing a Chemistry lesson on titration designed the session using Cognitive Load Theory. They started by showing a simplified flow diagram of the process, explaining each step briefly. Students practiced a worked example, calculating the concentration of an unknown solution. Then, students worked in pairs to solve a similar problem using a partially completed titration table. By breaking the session into clear, scaffolded steps, students reported feeling more confident and performed better in subsequent assessments.

 Applying Cognitive Science in Your Classroom

1. Start with a Hook: Leveraging Curiosity 🔍

Cognitive science highlights the importance of engagement at the start of a lesson. For example, in A Level Physics, begin a lesson on gravitational fields by asking, “How does gravity on the Moon compare to gravity on Earth, and why doesn’t it affect astronauts the same way?” Relating content to real world applications piques curiosity and primes the brain for learning.

2. Build Gradually: Scaffolding with Cognitive Load in Mind ⛏️

Instead of overwhelming students with all the information at once, scaffold lessons step by step. For example, in A Level Sociology, start with basic definitions of theories (e.g., Marxism, Functionalism), followed by case studies that illustrate their application. Gradually increase the depth of analysis by introducing critiques and counterarguments.

3. Concrete Before Abstract: Learning Through Examples 🔢

Daniel Willingham’s research on flexible and inflexible thinking (2002) underscores the importance of beginning with concrete examples before introducing abstract generalisations. For A Level Chemistry, teach the concept of Le Chatelier’s Principle by first demonstrating a colour change reaction under different conditions (e.g., cobalt chloride equilibrium in water). Once students observe the visual effects, guide them toward abstracting the principle and applying it to exam-style scenarios.

4. Embed Retrieval Practice: Active Recall in Action 🔄

Retrieval practice strengthens memory. For A Level History, begin each lesson with a “5-minute recap,” asking students to recall key dates, figures, and events from previous lessons. For example, “List three causes of the Industrial Revolution and explain one in detail.”

5. Use Spaced Repetition: Revisiting Past Learning ⌚

Plan periodic reviews of past topics. In A Level Biology, dedicate time each week to revisiting core processes such as DNA replication or photosynthesis. Use a spiral curriculum, integrating these topics into discussions of broader systems like genetics or ecosystems.

6. Address Misconceptions: Unlearning Incorrect Ideas 🔀

Use formative assessments to identify misconceptions. For example, in A Level Maths, students might assume that √(ab) = √(a) + √(b). Create a mini-quiz highlighting these errors, followed by a class discussion and examples that correct the misunderstanding.

By embedding cognitive science principles into every part of your lesson—from the hook to review sessions—you create an environment where learning is efficient, engaging, and enduring.

Want some more inspiration?

Here are some lessons on Up Learn that exemplify some of these cognitive science principles.

Final Thoughts

This guide has explored how cognitive science principles—such as Cognitive Load Theory, Retrieval Practice, and Spaced Repetition – can transform your teaching practice. These methods provide practical ways to engage students, reduce overwhelm, and foster deep, long-term understanding.

To start, focus on one principle that resonates with you. Whether it’s simplifying lesson materials, embedding regular retrieval practice, or scaffolding content – small, intentional changes can make a big difference.

As you experiment, observe how these strategies impact your students’ engagement and retention. Over time, you’ll build a toolkit of techniques that work best for your classroom, empowering both you and your students to achieve remarkable results.

By embedding cognitive science principles into every part of your lesson – from the hook to review sessions and through to homework – you create an environment where learning is efficient, engaging, and enduring. That’s the secret to Up Learn!

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