This is Jennifer Gonzalez, welcoming you to episode 24 of the Culta Pedigogy podcast. In this episode,

we're going to talk about three ways you may be cognitively overloading your students.

Sometimes it's the smallest details that separate effective teaching from teaching that misses the mark.

When we make certain choices, often without realizing it, we can turn a teaching moment from one that should be clear into one that's confusing.

Luckily, these choices are pretty easy to spot and fix once we know what to look for, and cognitive science can help us understand what's going

on. Today we're going to look at three of these. More specifically, we'll be looking at three

ways you might be creating cognitive overload for your students. My guest is Blake Harvard, who you might know

from episode 223, why students give you the blank stare, or from his website, The Effortful Educator.

Blake is an AP psychology teacher, but he has also studied cognitive science on his own

for close to a decade now, and has turned a lot of

that study into helpful resources about how to better align our teaching with how students learn.

This year he has put what he's learned into a new book, Do I Have Your Attention, Understanding

Memory Constraints and Maximizing Learning? In today's episode, Blake and I are going to

talk about three small things that many of us do in lessons that can cognitively overload our

students. I think when you hear them, you'll recognize them right away as something you either do

or have figured out not to do. And if they happen to be a problem in your classroom, you'll be able to fix them

right away. Before we get started, I'd like to thank our sponsor, BoClips Classroom,

a library of over 1.7 million ad-free curated curriculum-aligned videos. Access engaging content

from over 650 trusted media brands and teacher-loved educational creators

like TED, Amoeba Sisters, Fuse School, PBS, and Crash Course.

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