Georgia Park: Cognitive Load & The Impact On Staff Wellbeing | Episode 156

About this episode

Meg Durham interviews Georgia Park about the impact of Cognitive Load Theory on teaching and educator wellbeing.

“When the cognitive load is too high, and you're not coping, it really tears away at the fabric of who you think you are.” Georgia Park In this rich and reflective episode, Meg is joined by Tasmanian instructional coach and literacy leader Georgia Park to explore how understanding Cognitive Load Theory can transform the way we teach, learn, and lead in schools. Georgia shares her journey from classroom overwhelm to clarity and confidence, offering deep insight into how instructional practices grounded in cognitive science can support both student outcomes and educator wellbeing. Together, they explore what cognitive load actually means, why it matters, and how structure and explicit instruction can unlock greater engagement, equity, and joy in the classroom. If you have ever felt stretched too thin or wondered why your lessons are not landing the way you hoped, this conversation offers both practical insight and a sense of possibility. ---- Chapter Markers 01:48 - What sparked Georgia’s interest in Cognitive Load Theory 03:44 - Defining Cognitive Load Theory in simple terms 05:27 - Why cognitive load matters for student wellbeing 06:49 - How instruction shapes student identity…

People in this episode

Host: Meg Durham

Guest: Georgia Park

Topics covered

• Cognitive Load Theory
• educator wellbeing
• instructional practices
• student outcomes
• teaching methods
• classroom engagement

Keywords

• cognitive load
• educator wellbeing
• instructional practices
• student outcomes
• explicit instruction
• classroom engagement
• teaching methods

Mentioned in this episode

Organizations: Cognitive Load Theory, Tasmanian instructional coach, literacy leader

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