A teacher educator developed several exercises to illustrate the related concepts of "meaningful learning" (relating new information to prior knowledge) and "elaboration" (using prior knowledge to expand on new information and to make better sense of it). The exercises demonstrate that learning is easier and retention is better when learners can relate new information to things learners already know. Learners frequently impose meaning spontaneously on new material and use their prior knowledge to fill in missing details in ambiguous material. Learners also often have difficulty in distinguishing between ideas that they have read or heard in new material and ideas that they have constructed for themselves. Four activities that have been very effective in explaining these concepts are described, and masters for transparencies and a handout used in the activities are included. (SLD)