| Advance organizer | A statement made by teachers before a presentation or before having students read textual materials that provides a structure for new information to be linked to students' prior knowledge.
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| Checking for understanding | Technique used by teachers to see if students have grasped newly presented information or skills.
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| Cognitive psychology | Psychology of learning that focuses mainly on mental processes.
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| Cognitive structure | The way knowledge is organized and stored in the mind.
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| Conceptual mapping | A technique of visually organizing and diagramming a set of ideas or concepts in a logical pattern so relationships can be readily observed.
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| Also called webbing. |
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| Declarative knowledge | Knowledge about something or that something is the case; knowledge of facts, concepts, or principles.
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| Establishing set | Technique used by teachers at the beginning of a lesson to prepare students to learn and to establish a communicative link between the learner's prior knowledge and the new information to be presented.
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| Explaining links | Prepositions or conjunctions used in a presentation that indicate the cause, result, means, or purpose of an event or idea.
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| Long-term memory | Place in the mind where information is stored, ready for retrieval when needed.
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| Meaningful verbal learning | Phrase used by Ausubel to emphasize importance of teaching students meaningful relationships among verbal ideas and information.
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| Presentation teaching model | An approach to teaching wherein the primary emphasis is on explaining new information and ideas to students.
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| Prior knowledge | Information and knowledge held by students before they receive instruction.
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| Procedural knowledge | Knowledge about how to do something. Can pertain to specific behavioral skills or to complex cognitive strategies.
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| Rule-example-rule technique | A technique used when explaining something whereby the general principle or rule is given first, then elaborated on with specific examples, and finally summarized by a restatement of the rule.
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| Schema | An individual's (teacher or student) knowledge structure or the way information has been organized and stored in memory.
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| Short-term memory | The place in the mind where conscious mental work is done; also called working memory.
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| Structure of knowledge | The way particular subject matters or disciplines are organized; the major concepts, ideas, and relationships that define a particular field.
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| Teacher clarity | Phrase used to describe the process of teachers giving presentations that are clear and free from ambiguity.
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| Teacher enthusiasm | A set of behaviors used by teachers, such as using uplifting language and dramatic body movements, to make students interested in learning materials.
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| Verbal signposts | Statements made by teachers when explaining something that tells the student what is important or alerts them to important points coming up.
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