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

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.