This module continues our exploration of strategies for helping students interact with new knowledge. In the previous two modules we addressed strategies for identifying critical-input experiences, previewing new content, presenting new content in small chunks, organizing students into small groups, and facilitating interaction about new content. In this module we address asking questions that require students to elaborate on new knowledge, having students write out their conclusions and represent their learning nonlinguistically, and having students reflect on their learning.

Reflecting on Your Current Beliefs and Practices

Before examining the strategies in this module, take some time to examine your current beliefs and practices by answering the following questions:

1. How do you use questions to help your students process new information, skills, and procedures?
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2. How do you use questions and follow-up probes to encourage students to elaborate on insights and inferences they have drawn in response to new knowledge, particularly new content they have learned in critical-input experiences?
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3. To what extent do you have students write out their conclusions about their experiences?
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4. How do you use nonlinguistic representations such as graphic organizers as tools for students' elaboration on new knowledge?
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5. To what extent are students in your classroom actively engaged in self-reflection and self-monitoring about their acquisition and application of new knowledge?
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Recommendations for Classroom Practice