ERIC Number: EJ1130839
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 73
Supporting Students' Knowledge Construction and Self-Regulation through the Use of Elaborative Processing Strategies
Sperling, Rayne A.; Ramsay, Crystal M.; Reeves, Philip M.; Follmer, D. Jake; Richmond, Aaron S.
Middle School Journal, v47 n3 p25-32 2016
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.
Descriptors: Learning Strategies, Teaching Methods, Academic Achievement, Student Empowerment, Educational Objectives, Freehand Drawing, Metacognition, Cognitive Processes, Standards, Middle School Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A