Self-Explanation

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Why it works

Self-explanation, the process of explaining to oneself why something is true, how a step works, or how new information connects to what one knows, is a well-researched technique that deepens understanding and learning. When students self-explain (rather than passively reading, watching a worked example, or listening), they actively make sense of the material, identify gaps in their understanding, integrate new information with prior knowledge, and build deeper, more connected, more transferable understanding. It is especially powerful with worked examples and during reading. Teachers can prompt self-explanation by asking students to explain their reasoning, why a step was taken, how an idea connects, or what a part means in their own words, at key moments. It is a simple prompt that turns passive intake into active understanding.

The research: Research on self-explanation (Chi).

The run-of-show

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The core activity: prompt self-explanation

Teachers leave with self-explanation prompts to make learning active.

Find a point where students passively read, watch, or follow (a worked example, a reading).
Prompt them to self-explain (why does this step work? how does this connect? what does this mean in your own words?).
Have them explain to themselves or a partner, actively making sense.
Use it especially with worked examples and reading.

Explain it to make sense of itSelf-explanation, prompting students to explain why and how to themselves, turns passive intake into active understanding. Prompt it with worked examples and reading, at key moments.

Facilitator notes

Prompt students to explain why, how, and connections.
Turn passive intake active.
Use with worked examples and reading; a simple, powerful prompt.

Passively following a worked example builds littleWatching or reading without explaining builds shallow understanding. Prompt students to self-explain, why, how, connections, to make active sense of the material.

Adapt it

Elementary: explain why/how in own words.
Secondary: self-explain reasoning, connections, worked examples.
All settings: prompt self-explanation, especially with examples and reading.

Participant handout

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K12 Academics · Professional Learning

Self-Explanation: explain to understand

Active sense-making: prompt students to explain why, how, and connections, especially with worked examples and reading.

A point where students passively read, watch, or follow:
The self-explanation prompts I use (why, how, connect, meaning):
How students explain to themselves or a partner:
Where I use it (worked examples, reading):
A lesson to add self-explanation to:

Make it stick

Explain to understand:

Prompt self-explanation.
Turn passive intake active.
Bring a self-explanation prompt to the next PLC.

Common questions

What is self-explanation?

Explaining to yourself why something is true, how a step works, or how new information connects to what you know. It turns passive reading or watching into active sense-making, deepening understanding.

When is it most useful?

Especially with worked examples (explaining why each step works) and during reading (explaining how ideas connect). Prompting self-explanation at key moments deepens understanding.

How do I prompt it?

Ask students to explain their reasoning, why a step was taken, how an idea connects, or what a part means in their own words, at key moments. Simple prompts turn passive intake into understanding.