What concept in your discipline is like driving a car?

To Do:

  1. Identify and explain the component skills required to master this concept or skill.
  2. Please share your discipline aligned concept and creative explanation as a response to the Like Driving a Car activity. You can type directly into the text submission area, upload a file, or submit a link to a shared doc.
  3. After you make your submission, save the web address to your response (found in the green confirmation box) so you can use it later for your badge submission form.

This activity is part of the Mastery section of the Teacher for Learning Module.

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166 Responses for this Activity

  • Root Cause Analysis as a threshold concept.
    by Brian Smith (@brian.smith)

    My current field of discipline is in Information Technology. One common threshold concept is Root Cause Analysis. To the uninitiated in the field this concept is daunting. How to arrive a the root cause for an incident / problem / event.  Often that cause is obfuscated or appears unknown and beyond reach. To those operating more… »

  • Like driving a car….
    by Roberta Wyder (@rwyder)

    I work in the field of Early Childhood Education. Our cars are like finely-tuned machines, not one (like the children we reach) are the same; however, there are some basic tenets, or principles, needed to operate and practice as an ECE within a licensed child care setting in Ontario. Check them out in my link!

  • Like driving a car
    by Oksana Perkhach (@Oksana)

    I teach the course “Principles of Economics”. The main concept is a balance between demand and supply in the market. So if students know well the law of demand and supply, and understand the reason for shifting the demand and supply curve, then they understand the whole principles of microeconomics. This concept is a foundation more… »

  • Non-profit finding proposals
    by Jennifer Abrams (@jabrams)

    I am currently teaching the basics of writing funding proposals for non-profit social service agencies. This is a 4th semester course and as such, there has been a great deal of build up to this project. If I try to use this analogy, there is a great deal of complex learning needed to be able more… »

  • Like Driving a Car – goal setting
    by Lindsay Winter (@lwinter)

    Performance evaluations, creating quarterly goals, process and impact reviews, reflections – these are all aspects of great organizations that inspire their team to create, complete, evaluate and reflect on the impact that their contributions had on outcomes. Creating proud moments, driving outcomes, establishing ownership and autonomy. We take for granted how much of a regular more… »

  • Like Driving a Car – Critical Thinking is the Fuel for Philosophy
    by Andrew Molas (@amolas)

    The ability to thinking critically is one of the most important aspects of philosophy. But critical thinking needs additional elements to be successful. First, students need to be able to reflect on the reading material. This involves closely examine a text in some detail and try to fully grasp what an author is saying. Second, more… »

  • “Like Driving a Car” Activity
    by Yana Sokolova (@yana_sokolova)

    For me, driving a car connected a lot with automation of driving skills. How they are worked out and fixed. So that in the event of every emergency situation (and they happen every minute on the roads), these practiced skills will allow you to focus on it. For my discipline (“Quantitative Foundations for Business”), such more… »

  • Like Driving a Car
    by David Schenk (@dschenk)

    To Do: Extend Activity #5 Like Driving a Car What concept in your discipline is like driving a car? Identify and explain the component skills required to master this concept or skill. Team Dynamics Course MGMT8640 Similar to when you learn to drive, you have to start with the basics.  Effective communication is a crucial more… »

  • Writing a Car or Driving an Email?
    by Miranda Mckenzie (@mx_mckenzie)

    While it may seem straightforward and intuitive, correctly including all the parts of an email, while respecting proper etiquette is not always easy. So, we deconstruct the email, then put all the parts back together with multiple examples and practice activities, such as the attached image.

  • Qualitative Interviewing Component Skills
    by Melissa Pound (@m_pound)

    For this activity, I thought about qualitative interviewing. Understanding this process conceptually is often difficult because there’s so much going on under the surface; a good qualitative interviewer will mostly be quiet, with the interviewee doing most of the talking. I tried to illustrate this in the attached image (created in PowerPoint using the Cartoon more… »

    2 Resources for this Activity

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    This work by Ontario Extend is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


    1.  This Week’s Pit Stop – Not-So-Distant Learning
    2.  The Extend Radio Revival: Teacher for Learning – Part 1 – Not-So-Distant Learning

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