Instructional Design Models, Theories & Methodology
Instructional Design Models, Theories & Methodology
ELABORATION THEORY
This theory was given by Charles Reigeluth (Indiana University) and associates in late 1970s. It is a
model for sequencing and organizing courses of instruction. This theory is an extension of Ausubel's
advance organizers and Bruner's spiral curriculum.
It is a descriptive theory concerned with the manner in which the cognitive domain (as described by
Gagne) is structured.
The theory is a model for making scope and sequence decisions, to simplify the content or task. For
Reigeluth this is a strategy for conceptual presentation in which concepts are organized and presented in
increasing order of complexity. This is a "chunking down”. Initially the instructor can use basic ideas to
represent the content of the lesson and then details and variations can be filled in later classes. In each
lesson the earlier ideas, skills are briefly reviewed. A main component of this theory is for the learners to
identify meaningful ways to apply the information or skills learned by them in the real world.
This theory proposes seven major strategy components:
1. An Elaborative Sequence : It is the most important step in elaboration. It can take many forms such as
advance organizer, spiral curriculum or an overview.
a. Conceptual sequence: It is used when there are many related concepts to be learned.
b. Procedural sequence: It is used when a task of moderate complexity is to be learned.
c. Theoretical sequence: It is used when there are many related principles to be learned.
2. Organize: This step elaborates upon organizing the content in the first level.
3. Summarization: To review systematically, a summarizer is created.
4. Synthesis: This step integrates and interrelates the ideas. It helps in facilitating deeper learning.
5. Analogy: It is the use of familiar idea or concept to introduce or define a new idea or concept.
6. Cognitive-Strategy Activator: The use of picture, diagrams and other elements force the learner to
interact with sequence and content.
7. Learner Control: It deals with the freedom of learner to control the selection and sequencing of such
instructional elements as content, rate, components and cognitive strategies
Reference: https://k3hamilton.com/LTech/elaboration.html
Reporters:
Renz Mark C. Macaranas
Ronnil F. Fernandez