| 5-e model | An instructional model that has five stages-engagement, exploration, explanation, elaboration, and evaluation.
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| analogy | A comparison between seemingly unlike things points out a similarity between them, and thus infers that they might be alike in other ways as well.
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| analyze | To examine a concept or process in detail to better learn more about it.
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| apply | To develop solutions to familiar or new problems.
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| benchmark lessons | Teacher-directed classroom activities that present concepts, principles, or skills that students need in order to understand the work of a project.
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| children's literature | Books or other publications intended for a children's audience.
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| concept | An idea or central principle.
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| concept maps | Visual representations of the relationships among concepts.
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| conceptual knowledge | Knowledge of interrelationships, principles, theories, and models.
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| convergent | To come from different directions and reach the same conclusion.
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| create | Produce something; imagine.
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| cross-links | Links that show the interrelationships among the concepts included on the map.
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| demonstration | Show or display how something works.
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| discrepant event | An event that goes against what students expect and thus provides an open-ended question to stimulate student thought.
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| divergent | Distinctly separate or increasingly different ideas.
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| elaboration | A stage in the 5-E model where students can gain a deeper understanding of the concept by engaging in additional activities related to the concept.
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| engagement | A stage in the 5-E model where students develop understanding about a concept by engaging in concrete experiences with materials.
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| evaluate | To judge or assess.
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| evaluation | A stage in the 5-E model where students' learning is assessed.
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| explanation | A stage in the 5-E model where the teacher introduces formal vocabulary or students verbalize understanding about the explorations in which they have been involved.
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| exploration | A stage in the 5-E model where students develop understanding about a concept by engaging in concrete experiences with materials.
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| explore | Make an investigation.
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| factual knowledge | Knowledge of facts and details.
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| feedback | Comments to provide useful information.
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| hierarchical | To arrange in a ranked order.
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| higher order | Thinking that requires in-depth analysis or detailed thinking.
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| interrelationships | Relationships between or among things.
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| invent | To think up or make something new.
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| investigation centers | Areas of a room set up for students to conduct investigations on their own.
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| KWL strategy | A method where students are asked to tell what they know about a topic (K), want to know about a topic (W), and have learned about a topic (L).
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| learning cycle model | A three-stage instructional model developed by Robert Karplus-explore, invent, and apply.
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| learning performances | Specification related to what achievement we expect of the students.
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| lesson plan | The design of a lesson outlining what will be done.
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| lines | A mark indicating a path.
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| linking words | Words written on the line of a concept map that explain or define the relationship between concepts.
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| listening | To pay attention to what someone is saying.
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| lower order | Thinking that requires little analysis or detailed thinking.
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| metacognitive knowledge | Self knowledge or knowledge of one's own cognition.
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| metaphor | A figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, making an implicit comparison between the two.
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| model thinking | To tell out loud what one is thinking in his or her head.
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| multiple intelligences | Many types of intelligences (verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist).
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| network | A series of connections or branches.
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| observing | Seeing or noticing.
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| primary-source material | References or resource materials that are original or first sources of information.
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| probing | To thoroughly examine.
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| procedural knowledge | Knowledge that allows people to know how to do something, conduct an inquiry, or use a skill.
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| proposition | Single relationship between two concepts on a concept map.
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| questioning | Asking questions.
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| redirecting | To take a question or a response to a question and ask a second person to respond to the question or response.
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| remember | To recall something from memory.
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| role-playing | To pretend you are in a different situation or are a different person; to act out a situation.
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| simile | A type of metaphor; makes a comparison between two things using the words like or as.
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| subordinate | A lower rank or secondary importance.
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| superordinate | A higher rank or primary importance.
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| understand | To comprehend or be aware of.
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| wait-time | Three to five seconds a teacher waits after asking a question before calling on a student.
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2003 McGraw-Hill Higher Education