Having so much going on in a support program is a detriment to their success. Cognitive load is the capacity of the brain available to learn something new. It can be affected by biology - one’s current cognitive capability based on development or DNA, but also by internal and external factors - motivation, self-regulation, and more.

When something is learned, it becomes a part of a schema - something that is so familiar or known. Schemas don’t need a lot of cognitive load to move through. The key is to reduce the cognitive load for students when you see them reaching frustration levels of learning. When we ask kids to do multiple levels of learning at one time, they can struggle or stall out.

Mary suggests making a list of the issues and pick ONE that you could make progress on. Communicate with the teachers what is being worked on and support the other requirements as you make progress with one area. Continue to build skills/mastery of concepts one at a time. In this way, you can “redo” the current math support program.

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© 2021 Mary Miele