2025 Kansas MTSS & Alignment Symposium

Cognitive load theory is based on the idea that all humans are limited in their cognitive functionality at any given time and can easily be overwhelmed by too much or complex information.  When overwhelmed, new learning is unlikely, and performance is hindered.  In this session, Michael Kennedy from U.Va will introduce the main components of cognitive load theory, and specifically discuss how the design and delivery of vocabulary and other instruction can scaffold cognitive maximalization for both teachers and students.  He will use the analogy of what happens when one’s bank account tied to our debit cards is maxed out and the horrible feeling that comes when one hears “your card is declined.”  That horrible feeling is how students with disabilities, multilingual learners, and others who struggle feel constantly and multiple times per day when learning complex content being taught in ways that overwhelm their limited capacity.  Students with disabilities not only often have cognitive imperfections that result in slower processing, but also they lack needed strategies and skills for success.  Therefore, everything is “more expensive” for these students when learning, and teachers can learn key strategies for “lowering the costs” of learning.  As a bonus, teachers can also experience an empty bank account, which results in hindered performance.  Dr. Kennedy will present strategies for teachers to keep their cognitive “accounts” in positive territory despite multiple charges needing to be paid.