Download presentation
Presentation is loading. Please wait.
Published byBernadette Perry Modified over 9 years ago
1
Threshold concept approach to curriculum design
2
stuffing curriculum with content vs focusing on what is fundamental Contrast
3
‘less is more’ approach to curriculum design
4
concepts that are central to the mastery of a subject
5
portals to new ways of thinking
6
Mathematics: Algebraic notation X 2 = 1 X = 1 or X = -1
7
Y = X 2
8
Cookery: Heat transfer + immediately wait a few minutes then +
9
Sports Science: Aquatic confidence Gaining confidence in the water Appreciation of water as a sporting environment
10
Characteristics Transformative - shift in perception of the subject Irreversible - unlikely to be forgotten Integrative - exposes previously hidden interrelatedness Bounded - might define frontier into new area Troublesome knowledge - counter-intuitive, alien, incoherent
11
Oscillation between old and new understandings Occupation of liminal space while mastering threshold concept
12
E-learning lends itself to required: excursion recursion digression
13
Meyer, J. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines, Occasional Report 4, Edinburgh: ETL Project Available at: http://www.tla.ed.ac.uk/etl/docs/ETLreport4.pdf Reference
14
What (in this subject): As a learner – did you find hard? As a teacher – do some students never seem to learn? As a designer – do students have to grasp to move on to higher levels of understanding?
Similar presentations
© 2024 SlidePlayer.com. Inc.
All rights reserved.