Sweller has formed a theory about this; the cognitive load theory (1994). He states that the working memory has a limited capacity to what it can process, but the long term memory has limitless capacity. The big difference with other learning theories is that this theory is seated on the working and the infrastructure of the brain. When you are giving an instruction you have to realize that the capacity of the working memory is limited. When the instruction asks more off the working memory than the capacity can handle it will overload. Sweller distinguished three different type of ways information can use the working memory:
Except the load of the working memory something else can play a big part in taking in information or completing a task; the motivation of the students. Every teacher wishes all his students are intrinsic motivated to the fullest all of the time. Well, just keep dreaming about that, it will probably never happen. But there are ways a teacher can improve the motivation of his students. Deci and Ryan have combined some of the existing theories about motivation and combined them into one; the self determination theory. They assume all people are willing to learn, to explore and curious. However there are three conditions that have to be met to fully enable this intrinsic motivation; Autonomy, competence and relatedness.
By competence they mean the task should me meaningful for you and you need to have the feeling you can successfully complete the task. Having to solve a college-level math problem when you’re only 10 years old and you have no idea how to solve it or what it’s about won’t keep you motivated. Accept being able to solve the problem you also you need to be able to decide how you are going to solve it or how you are going to tackle it. When every step is thought of and dictated to you it also brings down your motivation. Finally you also need to feel save and have a positive relationship with your teacher and classmates. You need to know and feel you can ask for help when you need it. (Deci & Ryan, 2000)
When you are not overloading your working memory and your intrinsic motivation is high, you are most capable of learning. But what does this really mean for me as a teacher? Where can I gain the most to improve my own teaching considering these theories?
My strong suit has always been my relationship with the students. Before I started this study I actually followed two other social studies. This means I have developed my pedagogical behavior and I believe it is one of the most important skills you need to have as a teacher. But when I consider the way I give my instruction (extraneous load) there is a lot to gain. I know I have the tendency to talk too much and too long. To improve myself in this aria I want to use Prowise (a digital presentation program) during my instruction. If a prepare a class this way I already have to separate main and side issues and order to be able to actually make a good presentation. This will give me some guidance during my instruction and also make it more visual. Besides, there is a reason why they say a picture says more than a thousand words.
Deci, E. L., & Ryan, R. M. (2000). Formal Theory. Opgeroepen op maart 5, 2014, van Selfdetermination theory: http://www.selfdeterminationtheory.org/theory#formalTheory
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional desig. . Learning and instruction , 295-312.