Elaboration Theory
Overview
In short, elaboration theory structures learning in an ongoing and incrementally advancing way, in which each new concept “elaborates” or builds upon what was learned before. The important elements of this theory include: sequencing of learning from simple to most complex, making learning relevant by including the bigger picture throughout the learning process, and using summaries as review to help the learning stick.
In short, elaboration theory structures learning in an ongoing and incrementally advancing way, in which each new concept “elaborates” or builds upon what was learned before. The important elements of this theory include: sequencing of learning from simple to most complex, making learning relevant by including the bigger picture throughout the learning process, and using summaries as review to help the learning stick.
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Key Concepts
Sequencing of Learning
Sequencing of Learning
- Elaboration Theory suggests that educators should follow a general-to-specific level of organization when designing their lessons. You should allow students to learn the more simple or general concepts, and have them work their way up to the more complex and specific concepts/tasks (Reigeluth & Stein, 1983).
- You start teaching by having the learners look at the whole picture and all the parts and how they connect broadly. Then you zoom in on one of the parts and discuss it in detail, then zoom back out for context and review. The reasoning behind including the bigger picture is so that the learners can see the relevance and meaning behind each level (Reigeluth & Stein, 1983).
- Another key concept in the Elaboration Theory is the use of summarization. Previewing a topic before learning all of the components, as well as reviewing after the topic has been taught will help students put that information into long-term memory (Reigeluth et al, 1980). This ensures learners develop a strong foundation of context in which new ideas can be assimilated (Culatta, 2018).
Practical Suggestions for Educators
Use sequencing when developing unit plans
Use sequencing when developing unit plans
- When developing unit plans, organize lessons in a way sequences learning from simple concepts to more complex. Try to frame each new concept introduced as a way of building upon the previous lesson, and provide scaffolding where needed as difficulty increases.
- Split up the instruction of more difficult concepts into smaller “chunks” or “learning episodes” that are more digestible for learners. Provide meaningful context for these concepts, and make larger or overarching connections across the smaller lessons.
- Use consolidating exit tickets at the end of a lesson as well recap activities at the start of each new lesson to help students retain their learning.
- Once the simple concepts have been established, allow students to choose which of the narrower, more complex concepts they’d like to learn first/next, if possible.
Resources
Atkinson, R., Derry, S., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181-214. DOI: 10.2307/1170661
Culatta, Richard. (2018). Elaboration Theory (Charlie Reigeluth).
Reigeluth, C., & Stein, R. (1983). Elaboration theory. Instructional-design theories and models: An overview of their current status (1983), 335-381.
Reigeluth, C. M., Merrill, M. D., Wilson, B. G., & Spiller, R. T. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional science, 9(3), 195-219.
Atkinson, R., Derry, S., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181-214. DOI: 10.2307/1170661
Culatta, Richard. (2018). Elaboration Theory (Charlie Reigeluth).
Reigeluth, C., & Stein, R. (1983). Elaboration theory. Instructional-design theories and models: An overview of their current status (1983), 335-381.
Reigeluth, C. M., Merrill, M. D., Wilson, B. G., & Spiller, R. T. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional science, 9(3), 195-219.