Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies

Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer, Aaron S. Richmond

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Theoretical and empirical support for the benefits of elaborative strategy instruction for middle level students is highlighted. Consistent with the Keys of Educating Young Adolescents, teaching elaborative strategies enhances academic achievement, engages learners, and empowers students’ future independent learning. A transactional strategy instruction approach is described and suggested for educators to employ as they teach students elaborative strategies. Several strategies known to engage students in meaningful learning, including self-explanation, elaborative interrogation, student generated drawing, and generating examples, are shared. Specific examples tied to middle level academic goals and objectives across academic domains are provided.

Original languageEnglish (US)
Pages (from-to)25-32
Number of pages8
JournalMiddle School Journal
Volume47
Issue number3
DOIs
StatePublished - May 26 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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