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There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.

article explaining cognitive bias

from a flier: Wings is a research based program for children aged 3-6 that focuses on school readiness and pre-literacy skills such as numbers, letters, language/ congnitive development, comprehension, memory, problem solving, decision making, and creative thinking WINGS is a preschool literacy program for ages three to six that focuses on learning through play. The WINGS program uses developmentally-appropriate materials to boost a child's skills in areas such as memory, decision-making, cognition, and language. Each game has a specific developmental age, which allows children to work on skills that are appropriate to their current ability level. The board and computer games hosted by Hoagie in the series are colorful and attractive to the child. The games enrich memory, problem solving skills, comprehension, creative thinking and decision-making. Children in the WINGS program work one-on-one with a trained facilitator up to two times a week. Each child plays up to 26 times on either a board or computer game each year. On average, children enrolled in WINGS are able to increase their cognitive and language skills by 2 months for each month they are in the program. How can your child participate? WINGS at the Library:Call 441-0614 to schedule a WINGS placement evaluation or just check the materials out and play one activity a week for 26 weeks.

games to improve speed, memory, attention, eflxibility, and problem solving

video on theories of cognition and learnng

Writing assignments can create interest while teaching history and reinforcing higher level cognitive skills

Teaching and assessment strategies are provided for encouraging students with learning disabilities to develop a better understanding of science concepts. Teaching science inclusive classrooms is challenging due to the need for teaching too many different learning styles, including students who have learning disabilities. Learning disabled students have many concerns including physical, emotional, and cognitive. These disabilities cause the need to teach concepts differently primarily through the use of direct, explicit instruction and tailored evaluation.

games in various cognitive skills.

How games promote a different type of mental map that, for certain processes, reduces cognitive load

The dangers of making learning so safe and so easy it lacks any real sense of challenge. When we do this we deny our learners the opportunities they need to learn from mistakes and grow their minds. 

At the heart of mathematics are a set of connected thinking dispositions. The mathematician uses these dispositions as the cognitive tools of their trade. While the traditional imagining of mathematics might be all about the accurate application of well-rehearsed algorithms and processes, in the real world of mathematics, it is all about the thinking. As we consider what our students need from their mathematical education, we should not overlook the importance of these dispositions. 

Walk into any McDonald's, anywhere in the world, and you know where you are and what to expect. For the homesick traveller, the consistency of McDonald's' design aesthetic is comforting. You know how this is going to work, you understand what to do, and you know what you are likely to get. McDonald's requires minimal cognitive load on the customer's behalf.

This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

Interactive chart from Time on the brain process for reading

debunked brain myths like your bran works better under pressure

videos/animation on how people learn

Allows you to interact with a neuron, transmitters, inhibitors, etc.

data on 1:1 computing and how it drives achievement

free e-book on critical thinking from Microsoft