ERIC Number: ED243073
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Elaborative Strategies: Promises and Dilemmas for Instruction in Large Classes.
Goetz, Ernest T.; And Others
Prompted by the lack of research on learning in large college classes in terms of the cognitive processes and strategies students use, an experimental, preliminary study implemented generative activities in an undergraduate educational psychology class of approximately 70 students. The activities involved such things as stopping in the middle of a lecture to have students either paraphrase a principle or definition or summarize what was just said, or having them compose or analyze metaphors and generate new examples or analogies. Instructors provided feedback by presenting one or more prototypical, appropriate elaborations, or by discussing some common misconception in elaborations. Despite the limitations of the study, several observations were made, among them that (1) generative activities can be developed for most of what is taught; (2) implementing generative activities in large, college classes is logistically possible and worthwhile; (3) the effectiveness of generative activities in large classes reflects student differences; (4) students may not be comfortable when asked to engage in generative activities; (5) students may need training in the use of generative processes; and (6) providing adequate feedback to the students is crucial to the success of generative activities. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Generative Processes
Note: Paper presented at the Annual Meeting of the National Reading Conference (33rd, Austin, TX, November 29-December 3, 1983).