Sunday Nov 16, 2025
Avsnitt 66: Roundtable on Cognitive Load Theory Effects with John Sweller, Kate Jones, Greg Ashman, Nidhi Sachdeva, and Ollie Lovell
In this conversation, you will listen to a unique panel of international experts in cognitive load theory including John Sweller himself. Together with him, you will meet four experts with a unique ability to apply cognitive load theory (CLT) in the classroom and to support teachers in learning to do so. John Sweller accompanied by Kate Jones, Nidhi Sachdeva, Greg Ashman and Ollie Lovell; what an amazing panel for the topic for this Roundtable!
This Roundtable is a valuable listen for every teacher and school leader. But as a listener, you will get the most out of the conversation if you have a basic understanding of cognitive architecture and the basics of cognitive load theory. Feel free to listen to episodes 56 and/or 60 of this podcast before or after this episode. Specifically, on CLT Effects – which today’s Roundtable is about – both Greg Ashman and Ollie Lovell have written books for teachers that are highly recommended and cover a number of the CLT effects in a very accessible way.
https://fillingthepail.substack.com/
https://www.katejoneseducation.com/
https://scienceoflearning.substack.com/
Kontakt: Frojdstoolbox@gmail.com
Musik: Andreas Lidberg
5 months ago
Thank you for an engaging discussion. The claim that CLT theory reflects commonsense is strongly supported by the way traditional mathematics instruction has been delivered for decades through widely used textbooks. These resources—whether intentionally or not—embody CLT principles by incorporating worked examples, explicit modeling, a structured progression of problems from simple to complex, and systematic revision. This approach has been foundational in mathematics education worldwide, making it surprising that Greg does not acknowledge it. It seems unlikely that he would have completed his schooling without encountering these methods. Moreover, the activity Greedy Pig is not just a game; it is a well-established introduction to probability that seamlessly transitions into formal techniques such as lattice diagrams and probability trees. Ignoring these connections risks overlooking the practical, proven strategies that have shaped effective teaching for generations. Finally, John Sweller’s concluding caveat is critical, especially given that many within the Science of Learning community have overstated the success of direct instruction. Sweller reminds us: “All cognitive load theory effects, including the ones we’ve been discussing, have limits. We should never assume that a particular procedure will work under all circumstances.”