I agree chucking a load of (to them) random new words at students will just lead to complete bafflement. But I’ve seen ‘experts’ do the complete opposite, and that’s worse.
They deluge noobs with detail, because they think the reason they’re don’t understand is that they don’t have enough data, so they pour more in, and the students have no way to structure it. They learners already have too much data to make sense of. The answer is less, but better, data. The criteria for ‘better’ is ‘fits into students’ schema’.