Cognitive Load Theory: Why ‘Less Is More’ in Teaching
If you’ve ever seen a student’s eyes glaze over in the middle of a lesson, congratulations, you’ve witnessed cognitive overload in action. That moment when a kid looks like their brain just hit the spinning wheel of doom? That’s their working memory tapping out.
Enter Cognitive Load Theory (CLT), the educational equivalent of decluttering your closet, except instead of tossing out old sweaters, we’re getting rid of unnecessary mental strain. At its core, CLT is about helping students learn efficiently by reducing overload, proving that in education, just like in life, less is more.
So, how does this work? And more importantly, how can teachers use CLT to make learning stick without frying their students’ brains? Let’s break it down.
What Is Cognitive Load Theory?
Hand grabbing tree to hold the load
Cognitive Load Theory, developed by educational psychologist John Sweller, is based on a simple truth: our brains can only handle so much information at once.
Think of working memory )the part of our brains responsible for processing new information) as a tiny desk, it can only fit a limited number of papers before things start spilling over and nothing gets done. If we overload students with too much information at once, their working memory gets cluttered, making learning inefficient and frustrating.
Meanwhile, long-term memory is like a huge filing cabinet, once information is properly stored there, it’s easy to retrieve. The goal of teaching, then, is to help students move information from their small working memory desk into their expansive long-term memory filing cabinet without creating chaos along the way.
The Three Types of Cognitive Load
Sweller identified three types of cognitive load, and understanding them is key to streamlining lessons for maximum impact.
Intrinsic
This is the natural difficulty of a subject. Learning basic math facts? Low intrinsic load. Learning advanced calculus? High intrinsic load.
Teachers can’t eliminate intrinsic load (sorry, calculus), but they can break complex topics into smaller, manageable steps to prevent overload.
Extraneous Load (The ‘Why Are We Doing This’ Load)
This is the unnecessary mental effort caused by poor instructional design, like a cluttered PowerPoint, confusing instructions, or irrelevant activities.
Extraneous load is the villain of good teaching, but the good news is: it’s 100% avoidable.
Germane Load (The ‘Productive Struggle’ Load)
This is the useful mental effort required to actually learn something. We want students to experience just the right amount of challenge, not too easy (boring!) and not too overwhelming (panic mode).
Why Less Is More: Applying CLT in the Classroom
Adult education classroom
Now that we know why cognitive overload happens, let’s talk about how to lighten the load and make learning more effective.
Break Information into Bite-Sized Chunks
Instead of dumping a whole unit’s worth of content on students at once, introduce information gradually.
Use scaffolding, start with guided instruction, then gradually remove supports
Teach one concept at a time before layering in complexity
Give students time to process and practice before moving on
Think of it like eating a seven-layer cake, you don’t shove the whole thing in your mouth at once (unless you’re on a reality baking show). You take it one bite at a time.
Cut the Fluff (Eliminate Extraneous Load)
Ever sat through a PowerPoint with 50 bullet points, five fonts, and random animations that never end? That’s extraneous load in action, and it’s exhausting.
Keep slides and handouts clean and simple: less text, more visuals
Give clear, direct instructions (no more “read these six paragraphs and then we’ll discuss)
Stick to one task at a time instead of multitasking chaos
Use Worked Examples
Instead of throwing students into the deep end, show them exactly how to do something first. This helps reduce guesswork and cognitive strain.
Model problem-solving step by step before asking students to try on their own
Provide annotated examples so students can follow the process
Use partially completed problems to help bridge the gap to independent work
Why? Because if we’re teaching someone to bake a soufflé, we don’t just toss them ingredients and wish them luck, we demonstrate first.
Encourage Retrieval Practice
Re-reading notes might feel productive, but real learning happens when students actively recall information.
Use quizzes or “brain dumps” to reinforce learning
Have students explain concepts in their own words
Space out review sessions instead of cramming
The more students retrieve information, the stronger their long-term memory connections become.
Reduce Multitasking in Learning
We like to think we’re great at multitasking, but in reality? Our brains hate it.
When students listen, take notes, and read slides all at once, they don’t actually process much. Instead, try:
Alternative listening and note-taking
Using video al aids to reduce cognitive strain
Encourage students to explain concepts verbally rather than juggle too many input sources
Think of cognitive load like juggling: it’s much easier to catch two balls than five.
Final Thoughts: Teach Smaller, Not Harder
Cognitive Load Theory isn’t just some abstract psychology concept, it’s a game-changer for how we design lessons, explain concepts, and engage students.
By reducing extraneous load, breaking down complex ideas, and focusing on active learning, teachers can help students retain information better, reduce frustration, and build confidence.
So the next time you see that glazed-over look, ask yourself: is this lesson packed too full? Am I making it harder than it needs to be?
Because when it comes to learning, less really is more, and our students’ brains will thank us for it.
