Better teaching: Cognative Overload

The fundamental idea of cognitive load is that humans have a limited capacity for holding information in our working memory.
Website dedicated to Cognitive Load Theory Link
The Difference Between Solving a Problem and Learning Some Math From It Link Blogpost from
Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching
Link pdf of a paper published in the Educationalist Psychologist
It's a pretty damning commentary on Inquiry-based learning
Cognitive Load Theory is More Than Worked Examples Link Blogpost from
“Not a Theory of Everything”: Debating the Limits of Cognitive Load Theory Link Essay by Michael Pershan

The origins of cognitive overload
Is it better to do worked examples on the board or get students to do the probem-solving themselves?

Link It all depends . . .
'Story of a research program'. John Sweller outlines how his ideas developed over time. pdf
The basic skills in any subject need to be 'automatic' Link First three minutes of this clip from Dr. Helen Abadz.YouTube
Sweller pitted nonspecific (“find as many angles as you can”) goals and specific (“find angle x”against each other and compared the learning that resulted. The winner: non-specific goals   "Whenn Sweller asked participants to find the value of a particular angle in a diagram, novices were more likely to work backwards from the “goal” angle, constantly checking their progress towards the goal and how they might get closer to it."
See veritisium's black sheep video for a classic example of this
“Should Problem Solving Be Used as a Learning Device in Mathematics?” Their answer was unambiguously, “No"   ”the quality of learning was the same whether students learned via worked examples or self-discovered solutions. The major difference was time – problem solving took a lot of it
A list of papers related to this topic Link From