Learning Theory: Elaboration

Elaboration

• Overview:  The Elaboration Theory of Instruction deals with the macro level of instruction, meaning that it is primarily concerned with the sequencing of ideas as opposed to the individual ideas themselves and examples relating to them. Specifically, sequencing in this case relates to fundamental and representational ideas or core principles, which are presented first, that lead to specifics.
  
  The macro level of instruction deals with four problem areas that are referred to as the four S's: selection, sequencing, synthesizing and summarizing of the subject-matter content. Elaboration theory tries to prescribe optimal methods in all of these areas.
  
  Despite this prescription, the theory is primarily descriptive, concerned with the manner in which the cognitive domain  is structured, and how to better develop retention and transfer, and increase learner motivation through meaningful learner contexts. Concepts are approached with abstract breadth in a summary but by epitomizing we deal in terms of narrow application in which a few general and inclusive concepts are taught in the overview at the application level. 

Two types of summarizers are used: internal, where the summary comes at the end of the lesson and deals specifically with the content of that lesson, and within-set, which deals with all that has been learned so far in a particular set of lessons. A Cognitive-Strategy Activator allows the teacher to present the learner with a situation in which cognitive processes and skills are put into practice.

More...............................  The Elaboration Theory of Instruction