Exploring Elaboration
Elaboration uses detailed explanations and descriptions to further illustrate new information and make meaningful connections between concepts. Through elaboration, new information is combined with prior knowledge to increase students’ understanding of information.
Learning Outcomes
After completing this module, you will be able to:
- Explain the principle of elaboration
- Describe how elaboration improves learning
- Understand the barriers to using elaboration
- Demonstrate how to use interactive learning tools to support elaboration
Understanding Elaboration
Elaboration involves digging below the surface of a concept to strengthen and extend understanding through explanation, description, and connection. An instructor’s visual materials will often include brief written, salient points about a topic, which the instructor verbally expands upon during the lesson. This verbal expansion is where elaboration starts. Students are then tasked with taking the information provided, adding details, and connecting that information with their prior knowledge, experiences, and everyday life.
Elaboration can be accomplished through visualization, storytelling, and elaborative interrogation (asking probing questions). The key to elaboration is to create meaning and relevance for the concept. Ask “how”, “if/then” and “why” questions to prompt deep thinking about the topic, and then provide feedback to ensure students have clear understanding. Including lower-level recall and application questions will help students gauge their knowledge and understanding of the topic, but also including higher-level questions will require students to extend their understanding through critical thinking (evaluation, analysis, and synthesis).
Ask yourself these questions to gain a deeper understanding of a topic:
Click here for an accessible version of the above image: Elaboration Questions.pdf
Elaboration - Video
The following two-and-a-half minute video is an introduction to elaboration. It explores what elaboration is and how it can support students in their learning. Feel free to include this short video into your own courses to guide students as they explore effective learning techniques. You can find this video at the following link: Tactic 4: Elaboration Video
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Elaboration - Video Transcript |
INTRODUCTION SCREEN [Music] – Elaboration Student 1: You can't have ice cream. Child [irritated]: Why? Student 1 [calmly]: Because you need to go to sleep soon. Child [whining]: Why? Student 1 [calmly]: Because you have school tomorrow. Child [curious]: Why? Student 1 [calmly]: So you can learn how to read and write and do math like the big kids. Child [thoughtful]: Oh… Okay! Student 2: Don’t you get tired of answering all those questions? Student 1: Sometimes, but I get that she’s trying to understand why things are the way they are. Eventually she runs out of questions and moves on to something else. [pause] Believe it or not, it’s actually helped my studying. Student 2 [surprised]: Really?? How?? Student 1: I used to study with just my course notes, but then I’d feel like I was missing information or just wasn’t able to put it all together when I’d write a test. I felt like I got the content but didn’t fully understand it at the same time. So, I started asking myself questions about the content before, during and after studying. Student 2: What sorts of questions? Like quizzing yourself? Student 1: No, I don’t mean asking questions to see what I remember. I start by figuring out the basics. What do I already know about the topic? Can I think of an example where I have seen or experienced the thing in my life? What do I still want or need to know about it? Then I start digging into the topic. How does it work? Why does it work like that? How will I distinguish this topic from a similar one? I try to expand on the information from class. Finally, I look for connections. I ask myself, how does the concept connect to other topics, other courses, and my life? Why is this topic important for me to know? How will I use this information? If I change something about it, or use it in a different way, then what might happen? [pause] By asking myself these questions and taking a moment or two to think up answers and examples, I end up understanding the concept better and can write better test answers too! Student 2: You’re elaborating! Student 1: I am? Student 2: Yeah, I do it too. Usually, I make up a story about the topic or picture myself working through the steps of a task. Letting my imagination play with the concept makes everything seem more real, and I can see how different pieces come together…or don’t, and then I can connect or apply it to different contexts. Child: Come on! I hafta go to bed! I has school tomorrow! I gotta learn the maths..... Narrator: Ask yourself questions and engage your imagination through elaboration to dig deep and develop a more thorough understanding of course concepts. END SCREEN [Music] – This project was made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Created by Durham College. |
The following are some interesting and creative ways to use this video:
- Present it in class and ask your students to come up with questions to elaborate on a course topic, either as a connection activity or at the end of a lesson
- Embed this video in a note-taking template or review page that includes elaborative questions.
Elaboration - Infographic
You may want to share this infographic with your students to help them understand how they can use elaboration for learning:
Attribution- Creative Commons-NonCommercial-NoDerivs by The Learning Scientists
Barriers to Elaboration
Within this section we explore some roadblocks that can prevent students from engaging in this particularly learning technique. These can be used in a number of ways:
- establish a reflective checklist for students to assist them in assessing their previous habits and methods of studying
- support discussions about progress and next steps with students
- as a means of feedback to support students while they build their competency with learning
Resistance to Using Elaboration
- Elaboration can be time-consuming for students to make connections between the new information and their existing knowledge.
- People may think they are elaborating when they are merely restating existing information or simply creating examples.
- Students without the core learning behind the concept may struggle to elaborate. Providing an elaborative framework of consistent question will help students become more comfortable with extending their thinking in this way.
- Some concepts are difficult to elaborate on the spot, so it is recommended that educators develop their elaborative story, illustration, etc. ahead of class.
Challenges Students May Face Using Elaboration
- Instructors may not use stories or analogies that resonate with all students.
- Students may focus on surface details, or the incorrect aspect of the concept or context being elaborated on. Be sure to always draw the students back to the primary concept.
- Students may not know how to ask the right types of questions. Modelling elaboration by providing a question bank at the beginning of a unit, an elaborative framework or other prompts can help students to identify the types of details and connections they are seeking.
- Students may restate the original information in different terms without expanding on it. For elaboration to be effective, students need to build connections between what they know already and the new information. This requires them to recognize when they don’t understand something and be proactive in obtaining any additional information required for clarity and understanding.
References
Photography on this page used with permission from the Durham College Online Photo Database.
Boser, U. (n.d.). Science of learning: Research meets practice – elaboration. The Learning Agency Lab. https://www.the-learning-agency-lab.com/learning-strategies/elaboration/
Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator, 37(3), 12–21. https://files.eric.ed.gov/fulltext/EJ1021069.pdf
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Karpicke, J. D., & O'Day, G. M. (in press). Elements of effective learning. In M. J. Kahana & A. D. Wagner (Eds.), Oxford Handbook of Human Memory, Volume II: Applications. Oxford University Press. https://learninglab.psych.purdue.edu/downloads/inpress_Karpicke_ODay_Oxford_Handbook.pdf
The Learning Scientists. (n.d.). Elaboration. The Learning Scientists. https://www.learningscientists.org/elaboration
Weinstein, Y., Madan, C.R. & Sumeracki, M.A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2). https://doi.org/10.1186/s41235-017-0087-y
Weinstein Y., & Smith, M. (2016, July 7). Learn to study using... elaboration. The Learning Scientists. https://www.learningscientists.org/blog/2016/7/7-1