Elaboration Theory by Heather Reed

Elaboration Theory
Elaboration Theory states instruction should be "organized in increasing order of complexity for optimal learning" (Kearsley, n.d.). The simplest idea or task should be taught first and then each lesson afterwards would slowly increase in complexity.  The theory states that learners need to develop a meaningful context first to better be able to add in new ideas and skills (Kearsley, n.d.).

Family Tree
Elaboration theory falls under the school of cognitivism/pragmatism.  Cognitivism focuses on the mind and how it works to better understand how to learn.  Elaboration Theory was proposed by Charles Riegluth and influenced by Jerome Bruner's Discovery Learning and David Ausubel's Assimilation Theory (Elaboration Theory). Discovery Learning is an active learning strategy based on inquiry that encourages learners to build on prior knowledge through experience and search for new information and relationships based on their interests.  Assimilation Theory focuses on learning that is meaningful. It does this through instruction that is anchored and well integrated (Ausubel, 1967).

Strategy Components
There are seven major strategy components to this theory:

1. An elaborative sequence - the simple to complex sequence of instruction where the first lesson epitomizes the following.
2. Learning prerequisite sequences
3. Summary - continually summarize as move to new complexity
4. Synthesis - keep relating back to simple lesson
5. Analogies - show relationships
6. Cognitive Strategies
7. Learner Control
(Kearsley, n.d.).

Practical Example

(Riegeluth, n.d.).  Elaboration Theory focuses on the way that instruction is organized. The graphic above shows how the teacher should introduce the topics in a history or government classroom.  Students should first learn the broadest and most simple definitions for government which are at the top of the web.  Then they can build on that knowledge and add more details to understand the next level of government types and then the next level.  It slowly builds on previous knowledge to help students understand more and more complex ideas.

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References:
Ausubel, D. P. Learning theory and classroom practice. Toronto: Ontario Institute for Studies in Education. 1967.

Culatta, R. (2013). Elaboration Theory (Charlie Reigeluth). Retrieved May 16, 2014 from: http://www.instructionaldesign.org/theories/elaboration-theory.html

Elaboration Theory (Riegeluth). (n.d). Retrieved May 18, 2014 from: http://www.learning-theories.com/elaboration-theory-reigeluth.html

Kearsley, G. (n.d.). Elaboration Theory. Retrieved September 7. 2002, from Explorations in Learning & Instruction: The Theory Into Practice Database Website: http://home.sprynet.com/~gkearsley/tip/riegulet.html

Riegeluth, C. (n.d). The Elaboration Theory of Instruction. Retrieved from: http://ocw.metu.edu.tr/pluginfile.php/9337/mod_resource/content/1/Reigeluth%201983%20Article.pdf