Identify a concept that is often misunderstood in your discipline. Can you think of an analogy that can help make the concept make sense to students?

  • Does this analogy take into account where students are coming from in their previous experiences?
  • Or how could you break that concept down into bite-size chunks so your students can more easily digest that harder-to-acquire information?

To do:

  1. Re-state your misunderstood concept and then identify and expand on how you would explain your concept through an analogy.
  2. Explain the analogy in writing and include a visual metaphorical representation of this analogy (perhaps use the Curator Module Consider This activity as a guide to finding an image).
  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 Prior Knowledge section of the Teacher for Learning Module.

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287 Responses for this Activity

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    by Shaha El-Geledi (@selgeledi)

    The completed activity along with the image are uploaded

  • Misunderstood Concept
    by Andrea Dyack (@adyack)

    I have taught the subject of Career Management in the past and one of the most commonly misunderstood concepts is how to be authentic in your resume and cover letter.  With the prominence of AI tools, students often copy and paste a job posting into the tool to return a ‘tailored resume and cover letter’.  more… »

  • Misunderstood – hepatobiliary scans
    by Adam Zalewski (@azalewski)

    A commonly misunderstood concept in nuclear medicine for students is interpretation of hepatobiliary scan images and the possible blockages that are associated with them.  This requires knowledge of the biliary tree and the production of bile.  If you think of the biliary tree as a set of pipes, with water flowing representing the bile, it more… »

  • Misconceptions about Patient Care –> Too many cooks in the kitchen?
    by Rahul Mohla (@rmohla)

    Patient care year in and year out proves to be a difficult concept for students to grasp. No, not the semantics of the word, as students recognize that caring for a patient is part in parcel of the job of a radiation therapist. However, it is how they go about managing a patient, both physically more… »

  • Misunderstood Deferred Revenues and Prepaid Expenses
    by Amandeep Shahi (

    Misunderstood Deferred Revenues and Prepaid Expenses is an accounting concept. This concept is taught in the introductory classes. Attached is the Word document for the detailed answer.

  • Misconception
    by Dora Tsang (@tsando)

    The one misconception that my some of my students have is that they think the communication course is unnecessary.  They think that it is a waste of their time, and their time can be used better in other discipline-specific courses instead.  Most of us, nowadays, lack the basic verbal communication skills we need to interact more… »

  • Missunderstood activity – Scope of practice Respiratory therapists
    by Sam Gennidakis (@SGennidakis)

    One of the misconceptions students have is about the breadth of the role and the autonomy respiratory therapists have within their work across all care settings in comparison to other disciplines (i.e., physician or nurses). Students, as well as the healthcare system itself, have difficulty understanding or recognizing that respiratory therapists (RRTs) are leaders in more… »

  • Misunderstood
    by anh lam (@anhlam)

    Misunderstood concept:  Answering the questions for this activity from my position as a Project Manager. I am working with one team that hosts a number of live workshops with both internal and external facilitators. The facilitator needs to complete a storyboard of the workshop for an asynchronous version. The storyboard does contain notes, tips, and more… »

  • Misunderstood in Nursing
    by Jill Henderson (@jillhenderson)

    In the pharmacology courses that I teach for nursing, the concept of protein-bound vs. free drugs is often misunderstood. This concept describes how medications move around the body to arrive to their target tissue sites. Once they arrive at the sites, protein-bound drugs do not bind freely to the target site immediately because they need more… »

  • Misunderstood
    by Lucas Prestes (@Lucas Plautz Prestes)

    File with gif and description

    3 Resources for this Activity

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    3 Responses to “Misunderstood”

    1. 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.

    2. Rizma Butt

      Misunderstood Concept: In the realm of Marketing Analytics, a commonly misunderstood concept is the belief that one needs a formal understanding of marketing to effectively analyze marketing data. Here’s an analogy to clarify this concept: Think of marketing data as a jigsaw puzzle, with each data point representing a puzzle piece. A Marketing Expert knows the picture on the puzzle box due to their marketing knowledge and can quickly piece things together. On the other hand, a Data Analyst, like a puzzle enthusiast, may not know the final image but excels at recognizing patterns and fitting pieces together. Both can successfully analyze marketing data, albeit with different approaches, illustrating that while marketing expertise is valuable, data analysis skills can also contribute meaningfully to the field.



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