Directly teach students when, why, and how to elaborate on new information¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends teaching students when, why, and how to elaborate on new information, since trained elaboration produced better delayed recall than merely asking questions that stimulate elaboration production, and the strategy transferred to new passages. The report concludes that important teacher activities include teaching "information for which learners have someprior related knowledge, and(2) teach students urhen, why, and how toelaborate on new information".

Design Implications¶

Context¶

Requirements¶

• Training must make students aware of the purpose of elaborative processing; the transfer advantage appeared against a control group unaware of the purpose

Constraints¶

• Validated with seventh graders on country lists, a Superman passage, and a transfer passage; effects measured after one to three days

Target Learners¶

• seventh graders
• students with comprehension problems

Target Learning Goals¶

• long-term recall of information learned from prose
• transfer of elaborative processing strategy to new material

Related Strategies¶

• Making Connections
• Question Generation
• Promote interaction between provider and receiver of peer feedback to stimulate elaboration on judgments

Examples¶

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Key Sources¶

• Gagne, Ellen D. (1981). Comprehension and the Long-Term Recall of Information. Final Report. https://eric.ed.gov/?id=ED221831