Self-Explaining

Active Learning

This KB document is part of a larger collection of documents on small teaching approaches. More small teaching approaches documents

Small teaching approach: Self-Explaining

Description

Self-Explaining is based on the theory that when students explain out loud what they are doing while completing a learning task, they become better problem solvers and gain a more complete understanding of underlying principles. Self-explanation is an effective way to promote mindful learning when practicing new skills and may help students identify misunderstood concepts and gaps in their knowledge — allowing opportunities to correct them.

How to use this approach

Justify Solution – When students submit an answer to a problem or complete an assignment, ask them to justify their approach or articulate the reasons for the decisions they made. This type of reflective question added to the end of an assignment will prompt self-explaining. Use Peer Instruction – Use a student response system to ask students questions or solve a problem on their own. After voting, ask students to justify their answer to their neighbor. Students are allowed to re-vote. Find student volunteers to share their thinking on how they answered the question with the class. Think Aloud – Students can share their thinking with peers using activities like Think-Pair-Share. Additionally, asking students to explain their thought processes and engage in a dialogue is more effective than a direct explanation of a concept.

Principles

Scaffold Self-Explanation — Align self-explanation with student understanding of the material. Students just learning a new concept may not have the space for elaborate explanations. Increase self-explanation opportunities as students’ competencies grow. Point to Principles — Self-explanation helps students connect abstract ideas, such as theories and principles, to concrete actions, such as practicing and problem-solving. Creating opportunities where these connections are explicitly explored to help students verbalize their reasoning and approaches. Utilize Peer Power — Instructors don’t have to be the sole listeners of student thinking. The process of explaining the rationale to someone else offers value. Ask a few students to share their conversations with the whole class and provide feedback on their explanations.

Quick Tips

Citation/Source

Lang, James M. Small teaching: Everyday lessons from the science of learning. John Wiley & Sons, 2016.pp. 86-98.