- Subject index
“The book's major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore.”
—Kristie Mary Betts, English Teacher
Peak to Peak High School, Lafayette, CO
“Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students.”
—Barbara L. Townsend, Reading Specialist
Elkhorn Area School District, WI
Help for students who are overwhelmed, feel confused, can't remember, lack language skills, or just don't get it.
In today's era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling ...
Chapter 22: Reduce the Cognitive Load
Reduce the Cognitive Load
The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory.
Psychologist George Miller (1956) advanced a theory of working memory that hypothesized we can hold only about seven (plus or minus two) things in our working memories at once before we begin to get confused or forget. Because struggling students often have little prior knowledge to which they can make connections, they need to work with fewer concepts at one time until they form solid concept maps in their long-term memories. Reduce the cognitive load.
Cognitive load refers to the total amount of mental activity imposed on ...