 Here are nine ways to reduce cognitive load. Number one, offloading. Offloading is helping to present material through narration. Now, this research is particularly with regards to multimedia, but there are some things teachers can take away to translate into their slides or their worksheets that they distribute to their students. Think about the last video that you watched. There might be background music. By removing the music, you are offloading unnecessary cognitive load. Tip number two, segmenting. Segmenting allows time to break material into smaller chunks. What teachers should do is think about their lesson length and how they'll divide the length of time into chunks. What teachers should do is consider two things. One, their approach to the lesson length. If you have a 60-minute lesson, for example, how we divide that lesson. And two, if you're presenting information, how you break the information down into smaller bite-sized chunks. Tip number three, pre-training. Pre-training is a little bit like homework, where you provide the material in advance, whether it's a cue or prior instruction about the components that are to come ahead. For example, read this paragraph before next lesson. Tip number four, weeding. Now we're not talking about gardening here. We're talking about being concise as possible. See how you can make your instruction or the resources you provide your students as concise and coherent as possible. Get rid of the faff. Tip number five, signalling. Signalling focuses on the essential facts. As an example, although this research paper is in great depth, I'm providing you with the nine headlines. Tip number six, aligning facts and images. A term you may be familiar with is dual coding. Dual coding is where you guide the processing through visual and auditory methods. In this case, you might be watching the video, listening to my voice. There's no distracting background music. If I talk about the weather today, I'm adding unnecessary information. And if I add lots of images to this video also, I am supporting, if I choose the right images, your processing of this information. Tip number seven, eliminating redundant information. Not to be confused with weeding. Weeding, remember, is being concise and coherent. Redundancy is removing duplicated information. Or for example, me talking about the weather in relation to an abstract comment I made in the lesson. Tip number eight, synchronization. Marry up your auditory and visual information. So for example, if we look at an octopus, it's important that the image and the words marry up and they synchronize with what's been said or displayed. Tip number nine, individualizing. Now this is the toughest one for all teachers across the world. How do you match the material to the individual needs? This isn't a problem I've ever solved, and it's something all teachers struggle with all the time. My advice, approach all your lessons from a three pronged attack, students who fly, students who have misconceptions, and students that will need a bit of extra love and attention. Where you can spend more time getting to understand the needs of your students and helping them translate the information, the more successful you will be. Take a look at the research paper in greater depth. Thanks for watching.