1. Elaboration Theory
ELIZABETH RUSSO

2. Who originated the elaboration theory?
 The elaboration theory
was originated by
Charles Reigeluth and
his colleagues in the late
1970s.

3. Key points of the elaboration theory
 conceptual elaboration sequence: used when there
are many related concepts to be learned
 theoretical elaboration sequence: used when there
are many related principles to be learned
 simplifying conditions sequence: used when a task of
at least moderate complexity is to be learned

4. What does the teacher do?
 The teacher must teach broader, more inclusive
concepts before the more detailed ones that
elaborate upon them.
 Next, the teacher should teach “supporting” content
such as principles, procedures, information, higher-
order thinking skills, or attitudes together with the
concepts to which they are most closely related.

5. What does the teacher do?
 The teacher should also group concepts, principles,
or steps and their supporting content into “learning
episodes” of a useful size.
 Finally, teachers allow students to choose which
concepts, principles, or versions of the task to
elaborate upon or learn first.

6. What do students do?
 With this theory,
students choose which
concepts, principles, or
versions of the task they
want to elaborate upon
or learn first.

7. My teaching
 I believe that when it comes to my teaching, this is
an excellent theory to use.
 This theory will allow me to teach students but also
allow the students to chose how they want to learn.

8. Information used
 http://www.learning-theories.com/elaboration-
theory-reigeluth.html
 http://nasuprawoto.wordpress.com/2009/12/29/ela
boration-theory/