No one technique or presentation will met the memory demands of all learners. I hope to provide opportunities for students with a variety of learning styles to be successful.
In an article by Ruth Clark and Gary Harrelson, Designing Instruction That Supports Cognitive Learning Processes, we find:
Because working memory is a limited-capacity processor, instructional techniques that reduce cognitive load have been proven to improve learning effectiveness and efficiency. This is especially true of novice learners, who are most susceptible to cognitive overload.Numerous load-management techniques have been reported in recent literature. We describe several here, including the modality principle, the contiguity principle, the chunking of lessons and placement of practice exercises, and the use of worked examples.