ABSTRACT
This classroom strategy requires pupils to define key concepts that they will come across in their courses, but also to dig deeper and list other related concepts that are important to an understanding of the ones under scrutiny. The ensuing debate over the relative meaning of terms most take for granted will stimulate further discussion. Pupils are often content to learn key definitions by rote without reflecting on their real meaning. This exercise helps them to get behind the central ideas by exploring related concepts, which are often more important than the one under initial study, by linking them to historical context and people. Pupils will need a variety of supporting materials to help them develop their understanding of concepts.
