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Elaboration#

See also: effective-learning-strategies

An intentional strategy where new information that makes connections with the new information and existing knowledge.

There are numerous methods of elaboration, not all are supported by research to improve learning.

  • elaborative interrogation

    Students develop how/why questions about content they've covered and attempt to answer from what they've learned. Figuring out the questions are a form of elaboration.

  • self-explanation

    As simple as students verbalising the steps in a process.

Advice to students#

  • Ask yourself questions while you are studying about how things work and why, and then find answers in your class materials and discus
  • As you elaborate, make connections between different ideas to explain how they work together. Take two ideas and think of ways they are similar and different.
  • Describe how the ideas you are studying apply to your own experiences or memories. As you go through your day, make connections to the ideas you are learning in class.
  • Make sure you explanations are accurate. Don't overextend, always check.
  • Work your way up to elaboration without looking at materials

References#

Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2015). The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts. Educational Psychology Review, 27(3), 483--504. https://doi.org/10.1007/s10648-014-9273-3

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. https://doi.org/10.1186/s41235-017-0087-y