As course creators, we often grapple with a common challenge: How do we present complex information in a way that doesn’t overwhelm our learners?
Let’s chat about a key instructional design strategy that can help your learners absorb and retain information. It’s called “chunking,” or chunking content and it’s not about breaking off pieces of high-quality dark chocolate (though that sounds pretty good right now and dark chocolate is a health food, so…).
What is chunking (at least as it relates to learning)?
Simply put, chunking content is breaking down complex information into smaller, more digestible pieces—”chunks.” Chunking is a strategy rooted in our understanding of how the brain processes and stores information. Chunking allows for a more structured and approachable experience for your learners, vs one that might overwhelm them with too much at once.
The science behind chunking
In 1956, psychologist George Miller introduced the concept of chunking, suggesting that our average working memory can hold about seven items at a time. But that’s not bad news! Here’s the cool part: When information comes to us in chunks, we do better with it, meaning we can fit more into our limited working memory and thus expand our own capabilities!
Try remembering this string of numbers: 1-8-6-4-1-9-4-5-2-0-1-8. Go ahead, take a few seconds to read them, then close your eyes and try to repeat the string. Pretty tough, right?
Now try this: 1864, 1945, 2018. Close your eyes and try to remember this string of numbers. You did better, didn’t you? It’s the same information, of course, but chunked into more meaningful units. Much easier!
We have plenty of research backing up the power of chunking. Thalmann, Souza, and Oberauer (2019), for example, found that chunking helps move information from working memory to long-term memory. Chunks lighten the load on working memory by letting us retrieve a simple, compact version of the chunk from long-term memory. This replaces the need to remember each part of the chunk separately, freeing up space for new information. That’s exactly what we want for our learners, right?
Why should we use chunking content as a learning strategy?
- Better for working memory and cognitive load limits: Our brains are not well designed to process huge amounts of information all at once. Our working memories are very limited, and we can easily succumb to cognitive overload. Chunking takes the pressure off both and helps with retention! Win, win, WIN!
Remember the time before smart phones and map apps…when people would give you verbal directions to a place? My personal nightmare.
THEM: “You turn left at the next intersection, then go north on route 45, until you reach the strip mall on the right, then take the third exit off the roundabout after that, and go another couple miles until you see the blue sign at State Street. Turn right there, and head east on 67 until you get to Western Boulevard. You can’t miss it.”
ME: Oh yeah? I can.
2. Better for retention and long-term memory: Thalmann et al. (2019) also suggest that information organized into meaningful chunks is more likely to be transferred to long-term memory. Hint: That’s the big goal for us trainers, facilitators, and course creators, right?
3. Better for engagement: Busy adults are constantly tempted by a variety of distractions and multi-tasking. Delivering content chunk by chunk helps them attend and engage.
How to Use Chunking in Your Courses
Break it down: Slice up big topics into related sub-topics. Where are the natural divisions or progressions of steps, stages, or phases? Want some ideas on how this is done? Check out how your favorite books in your field are organized into sections and chapters, or how other courses on your topic are organized into modules, units, or lessons.
Use visuals: Our brains love good visuals. Use diagrams, maps, flowcharts, images, icons, graphs, or other organizers to show how your chunks fit together. It’s like giving learners a map of your content landscape. One important caveat here: Ensure that all visuals are relevant and directly relate to the content. Otherwise, they can be distracting and actually inhibit learning.
Use a microlearning approach: Short, focused segments of content can work wonders. Think 5-10 minute videos (or even shorter), brief mini-lectures or demonstrations, or quick reading sections, each tackling one specific chunk of information.
Make it meaningful: Chunking content works best when chunks make sense to the learners, so don’t just mash random bits of content together and call them chunks. Use real-world examples or analogies to make information relatable, and so learners understand why bits of information should hang together.
Review and retrieve: After each chunk, take a moment to summarize. Incorporate retrieval practice—one of our most powerful learning strategies—for best results.
What chunking isn’t
Chunking content isn’t about oversimplifying or dumbing down your content. It’s about presenting it in a way that works with learners’ brains, not against them. It’s respecting natural cognitive load and working memory limits. By breaking your course into manageable, meaningful chunks, you’re setting your learners up for success.
So, next time you’re designing a course, think chunk, not bulk (OK, not exactly the rhyme I was going for). Your learners and their brains will thank you, and who knows? You might just find yourself with a bunch of super-engaged, information-retaining superstars.
Reference:
Thalmann, M., Souza, A. S., & Oberauer, K. (2019). How does chunking help working memory?. Journal of experimental psychology. Learning, memory, and cognition, 45(1), 37–55. https://doi.org/10.1037/xlm0000578
Interested in a talk or workshop on teaching or learning strategies, course creation, or any of the topics I offer? I’d love to chat with you.
