Elaboration

Elaboration is one of those research findings that sounds obvious until you watch a classroom and realise how rarely it actually happens. Most pupil talk is restating, not connecting.

What it is

The act of explaining a new idea in your own words, linking it to other ideas, or showing why it must be true. The two main flavours are elaborative interrogation, where the teacher asks “why is this true?” or “why does this happen?”, and self-explanation, where pupils explain their own reasoning aloud.

Why it works

When a pupil has to articulate a connection, they have to retrieve the relevant prior knowledge and check that the new idea fits with it. That work strengthens both the new memory and the old one. Schema theory predicts the effect; the research evidence confirms it.

Dunlosky and colleagues rate elaborative interrogation as moderate-utility. The EEF cognitive science review treats it as well evidenced.

How to use it

Ask “why” questions during teaching, not just “what” questions. Use sentence stems that prompt elaboration: “this is similar to because”, “this is different from because”, “this would change if”. Pair pupils up and have them explain their reasoning to each other.

Hexagon concept maps are an elaboration routine: every touching pair is a connection that pupils have to justify out loud.

When not to use it

Elaboration requires prior knowledge. If pupils have nothing to connect the new idea to, “why” questions produce silence. Teach the foundation first, then elaborate.

Related Chalk tools

Hexagons, Three Heads, Frayer Model, and Oracy Stems all support elaboration routines.