A problem might arise if students often are expected to memorize the definitions of far more terms than there is time to elaborate upon in class. To provide meaningful opportunities for elaboration, we need to teach considerably fewer terms and invest considerably more time in developing deep knowledge structures related to those that are really essential for students to know. Figure 1 provides a set of guidelines for how to be more selective about deciding which terms students should be taught. Facilitate paraphrasing of a new term's definitions so that students can identify the core idea associated with the overall meaning of the term as well as distinguish the new term's critical features. Although teaching the new term in the context of a subject-matter lesson is a critical instructional technique, an equally important elaboration technique is for students to relate the term to something with which they already are familiar.
Students can formulate knowledge connections in a wide array of ways.
For example, they can identify how the term is related to previous subject matter they have learned, they can identify something from their personal life experiences of which the term reminds them, they can create metaphors or similes for the term, or they can say how the term relates to understanding or solving some form of real-life problem. An essential part of this elaboration process is having the students explain the connection. For example, the students should not only say what personal experience the term brings to mind, but also why it reminds them of it. Comprehension is greatly enhanced if the learner can accurately identify a concept related to the term or ways the new term can be appropriately applied when discussing another context. You likely will find that students' comprehension of new terms becomes considerably more focused and refined if they also can identify concepts that are not related to the term or inappropriate applications of the term.