In Noel Entwistle's reflection on educational psychology, he offers many valuable insights on student learning. In closing his reflection, Entwistle invites discussants to offer 'other possibilities' for how educational psychology can 'contribute to improving the quality of student learning'. Given the wide scope of his discussion and indeed his own body of work, the present discussion does not offer remarkably different insights on the issues he traverses. Notwithstanding this, there were some key elements of his discussion that resonated with some of the emerging work that has been drawing on cognitive psychology -- and in particular, on cognitive load theory (e.g. Paas, Renkl & Sweller, 2003; Sweller, 2012; Sweller, Ayres & Kalyuga, 2011) to propose load reduction instruction (LRI; Martin, 2016, 2018; Martin & Evans, 2018, 2019). It is suggested in this article that LRI (alongside advice by Entwistle, 2019) offers another possibility for educational psychology to further contribute to understanding the quality of student learning, including their (surface and deep) approaches to learning. [This is in response to the article, "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" For that article, see EJ1247419.]