ABSTRACT
Words are best defined in the company of multiple examples. Asking for a definition prematurely can “sag” the discussion as the students fumble for the best way to frame the response, and that is when they actually have the concept. When they do not, the silence lasts even longer. Students learn better when they are asked with think time to provide examples of the word in context, sometimes after the teacher has given several examples. Defining is a complex process, and students can learn to define if the process is modeled.
