- Misunderstood Activity – Project Management vs. Building a House
by Brian Smith (@brian.smith)
The concept for my Misunderstood activity is project management elements. Namely to illustrate the importance of a Business Case, Project Charter and Statement of Work. The analogy to help illustrate is building a house and the components used in that field. The compared elements will be Design, Blueprints, Task List. The premise is an introductory Project more… »
- Misunderstood
by Lisa Keenan (@LisaK)
An accomplishment statement is an experience listed on your resume that shows an action leading to a result. There are times when students reverse the order and list the result then action. It is more logical to show the action first as you have to do something first (action) to get the result. The action more… »
- Misunderstood: Monro-Kellie Hypothesis
by Barbara Edwards (@bedwards)
The Monro-Kellie Hypothesis a misunderstood concept that describes intracranial pressure. This hypothesis states that the sum of the volumes of brain, cerebral spinal fluid, and intracerebral blood is constant, and an increase in one causes a decrease in the others (either one or both). This concept can be described using an analogy of monthly household more… »
- Misunderstood Concept – Emergent Curriculum
by Roberta Wyder (@rwyder)
Emergent curriculum is an idea that finds its roots in an Italian pedagogical philosophy, progettazione. As you might recall, curriculum is an unfolding of learning – how learning ‘runs its course.’ In early years education, in Ontario, emergent curriculum is often touted as a philosophy abounding in early years spaces, however, it seems that many more… »
- Misunderstood Analogy
by melissa sulpher (@melissasulpher)
I teach a continuing education course on Wound Care for nurses. A common misconception is that dressings need to be changed daily, when in reality it will depend on each individual wound, but most need to be changed every 2-7 days. The analogy I’ve used is a boiling pot of water. Every time you open more… »
- Empathy and Sympathy
by Jennifer Abrams (@jabrams)
Developing Empathy is key for Social Service Workers. When empathy is introduced, there can be resistance in relation to behaviors and attitudes that are morally objectionable. Empathy can involve kind feeling, understanding and sympathy but as a professional, one can empathize without sympathizing. With the images used (a broken door/window and a crying adolescent) you more… »
- Analogy
by Oksana Perkhach (@Oksana)
Sometimes students cannot understand completely the meaning of the law of diminishing marginal utility. I this case I recommend them to imagine the most favourable food. After this I can ask them: “How much of this food can you eat during the lunch or dinner?” So students can understand that additional unit of some favourable more… »
- Misunderstood Activity
by Lisa Dietrich (@LisaSNP)
I teach co-op preparation to students enrolled in the mechanical engineering technology program. It is academically, a very challenging program and when they arrive at semester 4 and see the readings and resume/cover letter assignment, most do not find the content particularly interesting. I find that the majority of students, not all, but a good more… »
- Metaphor of Planning a Trip for Learning Outcomes
by Alexandra Westelaken (@idesigner.communityzone)
As an instructional designer, writing good learning outcomes is a big sticking point with clients and faculty. I could compare not having solid and clear learning outcomes to trying to go on a roadtrip with no destination planned. Of course, that has potential to be a really fun, spontaneous trip, but it also could wind more… »
- Misunderstood concept
by David Schenk (@dschenk)
Re-state your misunderstood concept and then identify >> How to form team roles on a new team. Many groups jump into roles they think they are best suited for. expand on how you would explain your concept through an analogy. >> I suggest you take ‘Baby steps and crawl before you walk’. Understand each other’s more… »
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Martina Kolodzey
I teach CLB 3 4, and there are certain things that a level four student should be able to do that a level three student isn’t expected to do just yet. For both cases, the concept of questions is very difficult both in terms of answering and creating questions. In level three, it is expected that a student can read a short passage and answer simple comprehension questions. What I find is that my students will answer the question by rewriting the sentence from the text that contains key words from the question. That means that their answer will likely include much more information than needed to answer the question. The problem with them doing this is that I can see that they know how to find the answer, but I cannot see if they know what the answer actually is. For example, the question might be: When is Theresa’s doctor’s appointment? The sentence they choose to answer the question with says: Theresa must remember to bring her health card to her doctor’s appointment at 3pm. The student has taken the first step in finding the answer in the text, but didn’t take the second step in giving just the information that was asked for. The level four student, needs to be able to formulate questions. This is another concept that is difficult, but works along the same lines. My solution takes a few steps.
1. Make sure the students know all the question words and what the question words are looking for, who – a person, what – a thing or concept, where – a place, etc.
2. Read a short text.
3. Look at the comprehension questions.
4. First, underline the answers in the text, write which number question they correspond with.
5. Look at the wording of the question. Rearrange the wording of the question to start answering the text.
6. Go back to the underlined text for that question, and take only the what you need to answer the question.
7. Do this for a number of questions.
8. Part two – Take a full sentence from the text.
9. Figure out what questions we can ask, for example: who, what, where, etc…
10. Use the previous example on how to write the answer to the question, and reverse it to show how to formulate the question.