您在這裡

Elaborating information

12 二月, 2015 - 11:00
Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/ce6c5eb6-84d3-4265-9554-84059b75221e@2.1

Elaborating new information means asking questions about the new material, inferring ideas and relationships among the new concepts. Such strategies are closely related to the strategy of recalling prior knowledge as discussed above: elaboration enriches the new information and connects it to other knowledge. In this sense elaboration makes the new learning more meaningful and less arbitrary.

A teacher can help students use elaboration by modeling this behavior. The teacher can interrupt his or her explanation of an idea, for example, by asking how it relates to other ideas, or by speculating about where the new concept or idea may lead. He or she can also encourage students to do the same, and even give students questions to guide their thinking. When giving examples of a concept, for example, a teacher can hold back from offering all of the examples, and instead ask students to think of additional examples themselves. The same tactic can work with assigned readings; if the reading includes examples, the teacher can instruct students to find or make up additional examples of their own.