PIXEL is the pen name of composer and educator Evan Combs. This playfully academic newsletter offers a behind-the-scenes look at designing and shaping learning experiences and culture. Supported by practical insights and actionable strategies, it’s perfect for teachers, leaders, and anyone curious about the art and science of learning through the lens of music.
The Art of Cognitive Load 🎨
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Hey everyone, As a father of an 8- and 6-year-old, this issue hits close to home. Watching young kids process the world and move skills into long-term memory is mind-blowing (metaphorically speaking, the kids still have heads). Seeing what humans absorb effortlessly, and what absolutely does not stick without help, reminds you quickly that, bruh, you really can’t control everything. But on their learning journey, they carry a backpack called “cognitive load,” and the weight shifts minute to minute. Today I just want to scratch the surface and offer a few ways to think about the buzzword, cognitive load. Learning without processing? Yes… but not really. Some skills slide into long term memory without much cognitive effort.
Then you have math, reading, science, the kinds of domains that rely on explicit instruction and heavier processing. Here’s an outline of learning (borrowed from Oliver Cavigioli): A year ago, my son was working hard just to read double-digit numbers. Now that skill requires near-zero processing, ready to support more complex thinking. That’s the magic: skills shifting from working memory to long-term memory, then being retrieved for new applications. It’s how fluency is built. 3 Types of Cognitive Load Intrinsic Cognitive Load The innate difficulty of the skill. “What note is this on the treble clef?” has a lower intrinsic load than “Why would the composer choose to have this note in the bass?” What’s interesting is that a teacher can match the complexity to the learner’s experience (what prior knowledge they bring), but can’t shortcut the nature, structure, or difficulty of the skill itself. Extraneous Cognitive Load This is everything around the learning that gets in the way. Confusing instructions, chaotic visuals, a loud classroom, emotional baggage, stress, the whole traveling circus. Your job is to reduce as much of this as possible. Clean materials. Clear sequencing. Only the elements required. See why I like the concept of microlearning? This is one reason emotional learning for kids and adults keeps gaining traction. If you walk into a room carrying the weight of your day, extraneous load spikes instantly. Also, I’ve casually referenced like four learning science frameworks already. They overlap constantly. Learning design is so awesome. Germane Cognitive Load The “a-ha” moment. When working memory links new skills to long term memory. It might be building upon frameworks of similar skills in long term memory, known as schemas, already learned. Like identifying chords transferring into a schema around note reading and clef identification. The trick (what I find fun) is defining and sequencing the prerequisite content so those “click” moments actually have something to click into. Goal: Cognitive load isn’t the enemy. It’s the signal reminding us to design with humanity. Manage intrinsic load ➡️ reduce extraneous load ➡️ nurture germane load Strategies for Managing Cognitive Load I tried to make this issue more compact to practice what I’m preaching. This topic carries a lot of intrinsic load already. Did I sprinkle in too much humor (extraneous) or did it help reset loads? 🤷 ⏹️ Breakdown Intrinsic Load Plan clear, simple sequences that rely on retrieval of prior knowledge. (I’m doing a workshop on learning patterns next month, check the updates section.) 🤏Minimizing Extraneous Load Avoid hard-to-read fonts, decorative chaos, and “side quest” information that doesn’t support transfer. Canva presentations: I’m looking directly at you. 🛣️ Application Fuels Germane Load Have learners use concepts in problem solving, scenarios, or creative projects. Retrieval + meaningful use = building schemas. 🧠 Brain Breaks Matter Why did we stop doing these after elementary school? Time for consolidation, connection-making, and resetting attention still matter. Puberty doesn’t magically install unlimited focus. Updates From the Music Room
Your Thoughts What skills are you teaching that carry heavy intrinsic load you’d like to sequence better? What are some schemas you think exist in your learners you’re trying to leverage through retrieval? If you haven’t noticed, this part of the newsletter is meant to apply learning, whether you submit a response or not. Again, application fuels germane load! 😉 Get Inspired, |
PIXEL
PIXEL is the pen name of composer and educator Evan Combs. This playfully academic newsletter offers a behind-the-scenes look at designing and shaping learning experiences and culture. Supported by practical insights and actionable strategies, it’s perfect for teachers, leaders, and anyone curious about the art and science of learning through the lens of music.
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