‘A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress’ (Meyer and Land, 2006)
Subject | Threshold concept | Student misunderstandings | |
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Biology | Photosynthesis | ||
Biology | Evolutionary theory | ||
Chemistry | Acids, bases and neutralisation | ||
Chemistry | Atoms and atomic structure | ||
Chemistry | Ideal gas equations | ||
Computing/ Technology | Java programming | ||
Computing/ Technology | Polymorphism: Object oriented programming | Inheritance, loose coupling and dynamic binding, abstraction, relationships | |
Physics | Heat transfer | Mathematical formalisation, equations, functions | |
Physics | Magnetism | ||
Physics | Potential difference | Electrons carry positive charge |
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Pure Maths | Complex numbers | ||
Maths | Limit |
Your subject area: | |
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Threshold concept | Student misunderstandings |
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Your subject: | ||
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Concepts you have identified as difficult | Threshold concept criteria | |
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Your subject: |
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Concepts you have identified as difficult | Threshold concept criteria | Tricky topic? | |
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‘I just don’t understand why they don’t understand’
fire | water | tree | wood |
egg | baby | monkey | worm |
flower | cactus | wind | nut |
meerkat | jellyfish | bee | elephant |
It is important to consider how to record students’ thoughts so they can be fully analysed. There are many ways to do this, such as writing notes as they talk or audio-recording the discussion. However, it is worth bearing in mind that it is difficult to effectively write down what is said while also paying attention to what students’ are saying. It can also be off-putting to students if you are writing rather than engaging with what they say. | |
Audio-recording or video-recording. The discussion can be less intrusive but the student will know you are recording them and this may be a distraction, especially if it involves a video recorder. With most mobile phones now supporting audio-recording, it has become a lot easier for teachers. Transcription into a textual document is not essential, although this obviously makes it easier to read and review. There may, of course, be ethical issues associated with recording students (whether over or under 18 years of age), especially if using video and you will need to check requirements for your particular organisation and circumstances. |
Non-living item | Reason why students may think they are alive |
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Fire | ‘We talk about living flames. The flames dance around and fire crackles and uses oxygen to burn which is like food.’ |
Water | ‘Water flows and is made up of oxygen and hydrogen and it is forceful.’ |
Wind | ‘The wind moves and it can make things fall over. It often makes a lot of noise. It has force and carries particles with it.’ |
Categories | Explanations for lack of understanding of new knowledge |
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1) Incomplete or flawed prior knowledge | a) Prior underpinning knowledge, assumed to be known, is missing or incomplete. |
b) Prior underpinning knowledge is flawed and may need to be ‘unlearned’ to allow new knowledge to be acceptable. | |
2) Lack of linked concepts | a) There is a misunderstanding of linked concepts so new knowledge appears confusing. |
b) Complementary concepts, learnt at the same time for cohesion, are not linked or not taught so new knowledge appears alien. | |
3) Terminology | a) Word, phrase or symbol is alien, vague or complex. |
b) Multiple meanings for same word, phrase or symbol. | |
c) Multiple words, phrases or symbols with similar meaning. | |
4) Intuitive belief | a) New knowledge contradicts commonly held ‘truths’ or misconceptions. |
b) Real-life analogy is too simplistic or just wrong. | |
c) Flawed causal reasoning. | |
d) No immediate real-life analogy. |
SB1: understanding energy levels |
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Problem example: Difficulty in explaining bonding and chemical reactions and how to predict reactants and products. |
Problem example: Unable to grasp that subatomic particles are attracted and repelled by each other. |
SB2: understanding space in atomic model |
Problem example: Difficulty in seeing trends and differences in groups and periods in the periodic table. |
SB3: visualisation of atoms and subatomic particles |
Problem example: Difficulty using terminology to describe the subatomic model e.g. atomic number, relative atomic mass. |
SB4: understanding charges in atoms |
Problem example: Inability to recognise charges of protons, neutrons and electrons. |
Problem example: Difficulty seeing that atoms have different sizes and mass. |
‘A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering evidence to understand the design process, as well as the development of a range of resources, tools and activities.’ (Conole, 2013, emphasis added.)
Putting the students at the heart of the learning experience is generally easier for classroom teachers than learning designers involved in online or distance learning. The day to day interaction with students builds a relationship which fosters empathy between student and teacher and there is far more scope for flexibility when needed. Classroom teachers have, to some extent, the benefit of being able to respond to fluctuations in class mood, spend extra time reinforcing particularly difficult concepts, or receiving visual cues that support expectations that genuine learning has taken place. Classroom teachers can employ strategies to gain immediate feedback from students to better understand their progress and understanding. Tacit knowledge and common sense can drive design. However, there may still be much for the classroom teacher to learn from the learning design approach. For example, consideration is rarely given by teachers as to how they would like their students to respond to their pedagogical decisions, especially using qualitative data. As part of a push towards the use of a more evidence based approach to teaching and learning teachers may find themselves collecting data from their students in a similar way, using common online tools such as Survey Monkey, or paper based approaches, to obtain feedback on questions such as ‘how I teach’ and ‘what I teach’. This set of qualitative data can then be used to demonstrate at review a teacher’s learning and teaching practice, or … how curriculum design has been improved. However, it is sometimes problematic interpreting this data and turning it into action. We hope that a better understanding of this approach to Learning Design might help. Olney et. al., 2017
Toggle 1 | Innovative | ||
Toggle 2 | Different | Amazing | Interactive |
Toggle 3 | Distinctive | Extraordinary | Collaborative |
Innovative | Ingenious | Co-operative | |
Pioneering | Exceptional | Connecting | |
Toggle 1 | Demanding | ||
Toggle 2 | Ambitious | Complex | Challenging |
Toggle 3 | Enterprising | Involved | Thought-provoking |
Adventurous | Multifaceted | Stimulating | |
Aspiring | Intricate | Questioning | |
Toggle 1 | Professional | ||
Toggle 2 | Skills | Independent | Practical |
Toggle 3 | Ability | Self-sufficient | Pragmatic |
Capability | Self-supporting | Functional | |
Proficiency | Self-regulating | Competent | |
Toggle 1 | Supportive | ||
Toggle 2 | Effective | Rewarding | Confidence |
Toggle 3 | Relevant | Worthwhile | Encouragement |
Applicable | Valuable | Buoyancy | |
Constructive | Fulfilling | Trust |
Example from Innovating Pedagogies 2016 | Activity type |
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productive failure | communicative and productive |
teachback | communicative |
learning through video games | interactive/adaptive |
formative analytics | assessment |
block chain for learning | productive/assessment |
Step | Description |
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1 Review tricky topic and choose stumbling blocks. | The first step when creating a tricky topic question is to review your tricky topics and decide on which stumbling block(s) you are going to focus on for your quiz question. The use of one or several stumbling blocks should be based upon looking through the problem examples and how they link through to one or many stumbling blocks. |
2 Label your question. | Label the question with the appropriate stumbling blocks or multiple stumbling blocks. At this stage, you should also consider how many marks each question is worth. For example, questions addressing 2 or 3 stumbling marks may have a greater mark weighting to those addressing one stumbling block. |
3 Identify mistakes. | Review the list identified (Week 1, Activity 1) from the problem distiller linked to the problem examples and stumbling blocks (see Figure 3). This should give you an understanding of what mistakes students make and why they make them. |
4 Write question to trigger mistake. | Write a question that could lead your student to a response which matches the problem examples you have identified. |
5 Write responses that are identified mistakes. | Provide questions responses (i.e. the answers) that fit with the problem examples you have identified. Make sure that there are multiple responses to the question that cover the mistakes that students commonly make. |
6 Review questions & answers. | Review the problem distiller reasons to help guide the question responses (i.e. the answers) you created in Step 5. For example, if the mistakes are based upon problems with language misunderstanding try to create responses that would trigger these mistakes. Try to include all relevant problem distiller items. |
It makes me think that students can peer teach and try and unpack their learning. This makes me think the intervention could be with them. (ChemistryTeacher1)
But this [gas volume calculations] has to be a bit more about my teaching. I've then got to go look at it again and go, what is it about that that doesn’t work? ... it could be me?... possibly re-teaching it again could be useful. (ChemistryTeacher1)
Student | Amount of substance | Gas volume calculations | Application of equations | Particles |
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chem 1 | 6 | 0 | 4 | 6 |
chem 2 | 7 | 2 | 5 | 7 |
chem 3 | 5 | 1 | 3 | 6 |