Hmmm… (Hmmmm)
Maybe it will come
From undone?
[Verse 1]
I’m sorry I forgot your name
Is it still the same
Or is it my brain?
[Verse 2]
I’m thinking it starts
With a letter
’cause I couldn’t
Think of anything better
[Bridge]
Can you give me a clue about you?
If I could be lent a hint….
[Chorus]
Oh, never mind
We can leave it behind
There’s only so much room
At the “In”
Perhaps best left
Behind?
[Instrumental, Piano, Bass, Flute]
[Break]
Hmmm… (Hmmmm)
Maybe it will come
From undone?
[Verse 3]
I’m sorry, I forgot your name
It’s on the tip of my tongue
But I could be wrong
It might come to me… before too long
[Bridge]
Can you give me a clue about you?
If I could be lent a hint….
[Chorus]
Oh, never mind
We can leave it behind
There’s only so much room
At the “In”
Perhaps best left
Behind?
[Instrumental, Saxophone Solo, Drum Fills]
Hmmm… (Hmmmm)
Maybe it will come
From undone?
[Verse 4]
I’m thinking it starts
With a letter
’cause I couldn’t
Think of anything better
[Bridge]
Can you give me a clue about you?
If I could be lent a hint….
[Outro]
Oh, never mind
We can leave it behind
There’s only so much room
At the “In”
Perhaps best left
Behind?
[End]
A SCIENCE NOTE
Cognitive load theory (CLT) is a framework used in educational psychology to understand how the human mind processes and retains information. It proposes that the human cognitive system has a limited capacity for processing information and that learning can be impeded when this capacity is exceeded. The theory suggests that instructional design should aim to manage cognitive load effectively to optimize learning outcomes.
CLT distinguishes between three types of cognitive load:
- Intrinsic Cognitive Load: This refers to the inherent complexity of the learning material itself. Some tasks or concepts are naturally more difficult to understand than others due to their complexity or novelty.
- Extraneous Cognitive Load: This refers to the unnecessary cognitive load imposed by the instructional design or learning environment. It includes distractions, irrelevant information, or poorly designed instructional materials that do not contribute to learning and may hinder comprehension.
- Germane Cognitive Load: This refers to the cognitive load associated with actively processing and integrating new information into long-term memory. It involves engaging in meaningful learning activities, such as problem-solving or making connections between new and existing knowledge.
The goal of cognitive load theory is to optimize learning by managing extraneous cognitive load and promoting effective processing of intrinsic cognitive load. Strategies to achieve this include:
- Simplifying Instructional Materials: Presenting information in a clear and organized manner, avoiding unnecessary complexity or distractions.
- Providing Scaffolding: Breaking down complex tasks into smaller, more manageable steps and providing support or guidance as needed.
- Promoting Active Learning: Encouraging learners to engage with the material actively through problem-solving, discussion, or other interactive activities.
- Fostering Metacognitive Awareness: Helping learners become aware of their own cognitive processes and providing strategies for managing cognitive load effectively.
Cognitive load theory provides valuable insights into how instructional design can be optimized to enhance learning and minimize cognitive overload.