Well friends, it finally happened. I'm late on a newsletter! But, now you know a real human writes this thing each month. Enjoy!

A note: This is newsletter 2 of a 3-part series! Read the first one here.

"I've come to the conclusion Sweller's Cognitive Load Theory is the single most important thing for teachers to know." - Dylan William

Your Work Matters

“Cognitive load refers to the amount of information our working memory can process at any given time. For educational purposes, CLT helps us to avoid overloading learners with more than they can effectively process into schemas for long-term memory storage and future recall.” (Office of Educational Improvement, Medical College of Wisconsin, 2022)

Cognitive Load Theory was first explained by John Sweller in the 1980s and informs instructional design that matches the brain's cognitive capacity. The figure below shows a great explanation of what this entails. It's important to remember that our working memory has a small capacity for storing information, and requires rehearsal to move into long term memory. Key here is that rehearsal shows up multiple times, both to support the encoding into long term memory, but also through retrieval from long term memory as we add to our existing schemas.

Why does this matter for literacy leaders? One reason is relatively clear: we must be considering the way we format instruction for students so we can maximize learning opportunities. (ahem, maximize instructional time? the theme here?) If we have the opportunity to support teachers with planning literacy instruction, it behooves us to incorporate what cognitive load theory tells us about our instructional design. The biggest takeaway? EXPLICIT INSTRUCTION. When learning new information, research supports that direct, explicit instruction is more effective for "novices" than partial guidance. (Centre for Education Statistics and Evaluation, 2017).

Does this apply to adult learners? This depends - are the adult learners we support novices? Cognitive load research also points to the "expertise reversal effect" which explains that using supports like worked examples are less effective as expertise increases. Additionally, the redundancy effect happens when learners are presented with additional information that is not directly relevant to learning, or with the same information in multiple forms.

I imagine all of us can think of a professional development experience during which we felt overwhelmed with information, AND one during which we ignored the learning because we had already heard it before. Both experiences are true during this Science of Reading movement.

As my colleague Justin Browning put it in a recent podcast, we are "knowledge bombing" teachers. Basically, we have overloaded teachers’ cognitive load inviting constant overwhelm. As this summary on CLT points out, “Even the most intelligent person can only process so much information at once. When someone is overwhelmed, they may struggle to process new information or make appropriate decisions. They may fail at a task that should be manageable given their knowledge and experience.” (2022)

We are failing our teachers (and therefore our students) by choosing to focus on everything. Teachers are learners too. In fact, most teachers identify as “life-long learners” and we expect continual improvement in our profession, apparent with our many initiatives and professional development plans.

Yet we often ignore how the brain learns when working with adults. How can we combine Cognitive Load Theory research and Andragogy (Knowles, 1968) in how we support educators? Why do both of these theories matter?

There are three suggestions for addressing cognitive load (source); let’s consider these implications for literacy leaders:

But, we cannot forget the Knowles’ Principles of Andragogy in how we support adults with learning:

1. Self-Concept - adults are self-directed and independent learners.
2. Experience - adults bring life experiences as a resource for learning.
3. Readiness to Learn - adults seek immediate practical value and application of material.
4. Orientation to Learning - adults approach learning with a problem-based approach.
5. Need to Know/Why - adults want to understand how the information will be used, how it benefits them, and the consequences of not learning it.
6. Intrinsic Motivation - adults are driven by internal factors. (source)

Why is all of this important given our Science of Reading Movement? Many schools are engaging in professional learning, paired with new curriculum implementation and new assessments, among other new initiatives (like new tech systems). It’s A LOT of new learning. And in some cases, teachers haven’t chosen this new learning, nor are they intrinsically motivated to participate.

While we may not be able to change an adult’s self-concept or intrinsic motivation, we CAN consider other principles of andragogy as we engage with adults while considering their cognitive load. In the table below, I’ve added a column to address the adult learner characteristics we can address.

What does this have to do with maximizing instructional time? We are asking adults to drink from a fire hose on a Wednesday with loads of information, plan or annotate a lesson in the new curriculum that evening, and put it into practice the following day. And then we do it again the next week or month with new information. What we are asking of our teachers impacts their effectiveness in the classroom, EVEN WHEN THEY WANT TO IMPROVE.

Yes, there is urgency to this work. But if we continue to rush it we won’t make the gains we seek. And we will keep losing teachers in the process.

Leadership Moves:

1. Consider the cognitive load of the teachers in your system.
2. Incorporate principles of Andragogy in your work with adult learners.
3. Slow it down.

What does this mean for me?

If you are a decision-maker in your system, consider how you are contributing to the overwhelm of the educators we so desperately need to do this work well. How can you maximize instructional time in the classroom by maximizing their professional learning and planning time? Take some time to reflect on your current professional learning plan for this year and apply the principles of andragogy while considering the cognitive load.

Recommended Resources

Related Newsletters:

• ​Maximizing Instructional Time (Part 1)​
• ​Worth the Wait​
• ​Teacher Self-Efficacy​

New Announcement!

The E-book is now available! I’m excited to share that my new e-book, The Coaching System Assessment Guide: Identifying Strengths and Opportunities, is now available. This guide builds on the Coaching System Assessment, helping you move from reflection to action with practical strategies, real-world examples, and prompts that dig deeper into four key pillars: People, Process, Product, and Culture. If you’re ready to strengthen your coaching system in a way that truly supports educators and improves outcomes for students, this resource is for you. As a thank you for subscribing to my newsletter, please enjoy 20% off using the code: NEWSLETTER Buy the book

Where have we been?

This month I've been on the soccer sidelines, A LOT. Some days it feels like soccer has taken over our lives! I'm enjoying watching our kids have fun out there and grow in a team sport.

This has also been a busy month of working with clients and doing some contract work.

​ ​ This month's workshop focused on creating a coaching map to match teacher needs to our coaching capacity. Watch the recording here.​ ​ Each month, I'm hosting a workshop for instructional coaches. Each workshop aligns to the indicators in the Coaching System Assessment. Watch the recordings by subscribing to my YouTube channel! ​​

​​Let's Work Together!

At Linda Rhyne Consulting, we help schools and districts strengthen their instructional coaching and literacy systems so every educator thrives so they can impact student outcomes. From assessing your current approach, to designing strategic plans, to partnering with leaders for long-term implementation, we make sure your systems align with research, state standards, and your unique context. If you’re ready for cohesive, sustainable systems that work for your people, let’s talk.

I'd love the chance to work with you/your team. Book a call today and let’s start designing the support your team deserves.

Are you an individual or small team in need of on-demand support? Now, you can schedule a 90-minute session with me based on your needs at exactly the time you need it. The types of sessions are listed below.

• Consultation: Schedule time for thought partnership to support decisions or planning for your literacy or instructional coaching initiatives.
• Strategy Session: Develop or refine your plans with specific literacy or instructional coaching initiatives in mind.
• Data Analysis: Bring your literacy or coaching data and let's discuss strategic responsive actions!

For 90 minutes, we will meet and discuss your specific needs based on the information you provide when booking the appointment. The price is $250, paid upon booking the session (special pricing and booking link provided for current/former clients - check your email). Feel free to bring your team! Let's get your needs met at a time that serves you.

​Click here to bookmark the link or schedule a session.

​​Sharing the Work of Others

Burn the Script: How Great Coaches Disrupt Mindsets and Transform Practice is a powerful guide for anyone who coaches, leads, or supports people in high-stakes environments—especially when change feels hard and resistance runs deep. It’s not just about getting better at coaching; it’s about understanding why traditional coaching doesn’t work when belief systems stand in the way. Learn more and join the presale campaign! Learn more here

Where can we connect? Bold font shows events at which I'm presenting. ​ 10/8 - 10/10 The Reading League 9th Annual Conference | Learn more here​ ​ Check out my calendar Would you like me to join an upcoming event? Please reply to this email and let's plan something!