This free 50-minute training focuses on how to use Cognitive Load Theory to make planning easier and ensure learning transfers beyond the lesson, especially for struggling students.

“Understanding Cognitive Load Theory has been the biggest game-changer for my teaching and my students’ learning.”

We hear this from teachers all the time, so this is what we wanted to start our series of trainings with.

This free webinar will focus on a foundational idea that can make a real difference to how your classroom runs day to day.

If you’ve ever felt pressure to cram content into a unit, found it difficult to engage struggling students, or wondered why students forget what you’ve taught, this first session is for you.

This session is built around the L4L planning principle “teach less, teach depth.”

We explore the science behind why this works and how ideas from Cognitive Load Theory can guide smarter planning decisions, so learning builds, endures, and is more accessible for students who find learning challenging.

This session is suitable whether these ideas are new to you or you’re looking to use them more intentionally. It’s designed for primary and secondary teachers who want to start the year with clarity, focus, and rigour, without burning out.

The session explores:

— Why students struggle and disengage

— Why unit and lesson design matters more than motivation or engagement

— Why some learning endures beyond the lesson and other learning is forgotten

— How teaching that works with the brain supports both learners and teachers

This session is suitable for teachers and school leaders working with students who:

— Actively resist learning, or are apathetic and hard to engage

— Complete work but lack critical thinking and depth

— Rely heavily on the teacher instead of working independently

Suitable for both primary and secondary teachers, this session is designed for educators who want greater clarity and precision in their practice — whether these ideas are new to you or you’re looking to apply them more intentionally.