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2026 MiMTSS Conference
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The Impact of Cognitive Load on Instructional Design
Thursday November 19, 2026 10:15am - 11:30am EST
Working memory is not a passive observer in the learning process — it is the gatekeeper and active participant that determines the extent and quality of our learning. It is a critical factor that explains why the learning process can be more labor-intensive for some students than for others. By understanding the limitations of working memory, we can make sense of students' challenges as they transition from acquisition to fluency, from fluency to generalization, and from generalization to adaptation. This is a critical consideration for educators and instructional designers in guiding the development of instructional strategies and materials that foster learning.

Learner Objectives:
Participants will...
  • Describe constrained and unconstrained skills and how they relate to cognitive load.
  • Describe the three different load types and how they impact learning outcomes.
  • Summarize the effectiveness of backward design in maximizing learning outcomes.
  • Explain when and why exposure to content that students lack essential prerequisite skills can have negative consequences.
  • Summarize the effectiveness of alignment of instructional materials, lesson routines, and academic language across tiers to reduce extraneous load.
  • Identify common causes of cognitive overload and how to manage them to increase learning and improve student outcomes.

Speakers
avatar for Jamey Peavler, Ed.D.

Jamey Peavler, Ed.D.

Graduate Reading Science Program Director, Assistant Professor, Mount St. Joseph University
Jamey Peavler is an Assistant Professor and Program Director of the Graduate Reading Science Program at Mount St. Joseph University. Before joining The Mount, Jamey served as the Director of Training for the M.A. Rooney Foundation, providing Orton-Gillingham training for teachers... Read More →
Thursday November 19, 2026 10:15am - 11:30am EST
  Breakout Session

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