Thanks for the REACTS Taxonomy, I found it useful.
With regards to my thoughts on how FOSIL might reduce cognitive load: I think that the great thing about FOSIL is that it really gets you to focus on the essential i.e. what is the essential question or essential questions that the students need to be able to answer. It then gets you to focus on delivering what our students need to know in order to answer the question/s. It also gets you to focus on teaching and learning strategies that make it as easy as possible for students to be able to understand the key concepts. By so doing, you have to question what is necessary and is extraneous. If you can get this right, I think that extraneous cognitive load is reduced significantly and our students have a greater chance of not being distracted and this will help allow the students to get on with genuine learning (germane load). In other words as teachers we need to separate the “stuff from the fluff” and ensure that our students know what the “stuff” is, so that they can disregard the “fluff.”