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SCIENCE OF LEARNING: RESEARCH MEETS PRACTICE - ELABORATION
Elaboration refers to the teaching and learning practice of making meaningful connections or associations to a particular idea or concept. In other words, thinking about how other ideas, concepts, experiences or prior knowledge are related to the new lesson or idea. When that connection is made, research shows that there is a distinct learning advantage.
Elaboration is an encoding technique—it’s a way of helping new information stick into our long-term memories. Although almost any form of elaboration is better than none, deeper, more meaningful elaborations (e.g., elaborations based on the meaning of a new word) offer more benefits than superficial elaborations (e.g., elaborations based on the shape of the word).
Elaboration is an encoding technique—it’s a way of helping new information stick into our long-term memories. Although almost any form of elaboration is better than none, deeper, more meaningful elaborations (e.g., elaborations based on the meaning of a new word) offer more benefits than superficial elaborations (e.g., elaborations based on the shape of the word).
Research suggests that students can learn to elaborate on their own; students who were told about several elaboration strategies (like creating a visualization, or a sentence that illustrates the concept, or make up a story) over the course of several weeks remembered more than students who were not trained on the techniques, even when the elaboration group was not specifically prompted to elaborate.
Students don’t necessarily have to make their own elaborations; providing students with precise, meaningful elaborations can also improve memory for the material. Elaboration techniques work because the approaches help people structure information. Not only is information easier to remember when it is linked to something you already know, but elaboration that is meaningful also helps students build organized knowledge, making it easier to remember that information in the appropriate context.
Teacher Sanam Cotton had doubts about the technique, but realized that elaboration “ends up sparking a good amount of inquiry,” and “becomes a tool you can use every day in your classroom.”
For example, teacher Tatiyana Webb gives students more time now to elaborate, via a one-minute “Stand and Talk” time where students talk about the concept, with each other, for a minute. Jesse Finafrock observed that elaboration “helps with engagement,” noting that elaboration can be worked in almost every day, and doesn’t require a self-standing lesson or lessons.
Teacher Sanam Cotton had doubts about the technique, but realized that elaboration “ends up sparking a good amount of inquiry,” and “becomes a tool you can use every day in your classroom.”
For example, teacher Tatiyana Webb gives students more time now to elaborate, via a one-minute “Stand and Talk” time where students talk about the concept, with each other, for a minute. Jesse Finafrock observed that elaboration “helps with engagement,” noting that elaboration can be worked in almost every day, and doesn’t require a self-standing lesson or lessons.
Elaboration doesn’t have to take up a lot of time. Try giving students two minutes to write down how what they already know might relate to a new idea or problem. Or ask students about everyday examples that illustrate the concept. Any opportunity to relate the unfamiliar to the familiar is an opportunity for elaboration.
School: Soulsville MS/HS Charter School, Memphis, TN
Teachers: Lynsey Kamine, Sanam Cotton, Jesse Finafrock (moved to Kirby Middle School), LaCardia Walker, Tatiyana Webb
Researcher: Dr. Stephen Chew
Teachers: Lynsey Kamine, Sanam Cotton, Jesse Finafrock (moved to Kirby Middle School), LaCardia Walker, Tatiyana Webb
Researcher: Dr. Stephen Chew
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