November 06, 2025

Georgia Park: Cognitive Load & The Impact On Staff Wellbeing | Episode 156

29 minutes

“When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park

In this rich and reflective episode, Meg is joined by Tasmanian instructional coach and literacy leader Georgia Park to explore how understanding Cognitive Load Theory can transform the way we teach, learn, and lead in schools.

Georgia shares her journey from classroom overwhelm to clarity and confidence, offering deep insight into how instructional practices grounded in cognitive science can support both student outcomes and educator wellbeing. Together, they explore what cognitive load actually means, why it matters, and how structure and explicit instruction can unlock greater engagement, equity, and joy in the classroom.

If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility.

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Chapter Markers

01:48 - What sparked Georgia’s interest in Cognitive Load Theory

03:44 - Defining Cognitive Load Theory in simple terms

05:27 - Why cognitive load matters for student wellbeing

06:49 - How instruction shapes student identity

08:43 - Reflection, vulnerability, and removing shame from teaching

10:13 - Georgia’s shift from inquiry-based to explicit instruction

12:19 - Common myths and misunderstandings about CLT

14:24 - The deeper value systems behind the resistance to change

16:05 - Comparing past and current teaching practices

17:36 - How CLT helped Georgia personally and professionally

19:13 - Learning struggles, self-forgiveness, and grief

22:39 - Literacy success and what changed at a systems level

24:38 - Teacher impact and flow in structured classrooms

26:45 - Whole-school alignment and shared direction

28:24 - Structure is not boring when it’s collaborative and empowering

32:10 -What really moved the needle in Georgia’s school

34:51 - Instruction and wellbeing cannot be separated

36:04 - Georgia’s final reflections

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Deliberate Actions

Reduce the load before raising the bar
Take a moment to reflect on whether your students (or staff) are overloaded. Before introducing something new, consider what you might simplify, scaffold, or step back from.

Use structure to create flow
Try applying a clear “I do, we do, you do” sequence in your next lesson. Structure is not the enemy of creativity, it is what allows deeper engagement and clarity.

Build shared language with your team
Introduce phrases like “Is this in their long-term memory yet?” or “Could the load be too much?” to help depersonalise challenges and support professional reflection.

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Episode 156 Shownotes - Click here.

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Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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By Meg Durham

22 ratings

November 06, 2025

Georgia Park: Cognitive Load & The Impact On Staff Wellbeing | Episode 156

29 minutes

“When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park

If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility.

----

Chapter Markers

01:48 - What sparked Georgia’s interest in Cognitive Load Theory

03:44 - Defining Cognitive Load Theory in simple terms

05:27 - Why cognitive load matters for student wellbeing

06:49 - How instruction shapes student identity

08:43 - Reflection, vulnerability, and removing shame from teaching

10:13 - Georgia’s shift from inquiry-based to explicit instruction

12:19 - Common myths and misunderstandings about CLT

14:24 - The deeper value systems behind the resistance to change

16:05 - Comparing past and current teaching practices

17:36 - How CLT helped Georgia personally and professionally

19:13 - Learning struggles, self-forgiveness, and grief

22:39 - Literacy success and what changed at a systems level

24:38 - Teacher impact and flow in structured classrooms

26:45 - Whole-school alignment and shared direction

28:24 - Structure is not boring when it’s collaborative and empowering

32:10 -What really moved the needle in Georgia’s school

34:51 - Instruction and wellbeing cannot be separated

36:04 - Georgia’s final reflections

----

Deliberate Actions

Use structure to create flow
Try applying a clear “I do, we do, you do” sequence in your next lesson. Structure is not the enemy of creativity, it is what allows deeper engagement and clarity.

----

Episode 156 Shownotes - Click here.

----

Meg Durham - Website | LinkedIn | Instagram

Weekly Newsletter - Subscribe here

Speaker Request - Complete the booking form to start the conversation.

----

** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

...more