Identify a concept that is often misunderstood in your discipline.

Next, extend your thinking on this misunderstood concept. 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?

Now, re-state your misunderstood concept and then identify and expand on how you would explain your concept through an analogy.

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).

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

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60 Responses for this Activity

  • Packing your bags
    by Terry Greene (@terrygreene)

    My discipline is the facilitation of online learning. Obviously that means that a lot of educational technology is involved. I find that a misunderstood concept is that we should either choose the tools we use, or simply accept the tools that we’re handed by the institution, and build our learning strategies from there. What tends more… »

  • Video Production Misunderstandings
    by KristineW (@KristineW)

    In video production, a difficult concept for some students to understand is that of graphic or visual weight. Graphic or visual weight is a concept that tells the viewers what they can or should look at on-screen during a shot or series of shots. A balanced shot has strong elements on either side of the more… »

  • Going For a Drive
    by Stephanie Park (@stpark)

    When working with faculty on remote teaching course development, a common misconception has been that you can’t make the same meaningful connections with students online that you can in traditional face-to-face classrooms. Instructors feel the lack of in-person contact justifies this misconception. However, it’s often because in-person is the only way they are used to more… »

  • Misunderstood: Corporate vs. Project Communications
    by Mona Brennan-Coles (@MonaBC)

    Corporate communications are informational and focused on brand/reputation management and marketing.  Project communications are both informational focused on the project’s purpose and directive in preparing and supporting  the project stakeholders for the changes that the project will bring. Once I recognized this difference, I understood why my previous experience consulting corporate communications for guidance on more… »

  • Misunderstood: Cases in Context
    by Marie Ritchie (@mritchie)

    In the post-graduate BMT program we use case-based pedagogy to teach and learn the various aspects of business administration, functioning, and management. This requires students to consider the details of a case and provide recommendations on how to move forward. What often gets lost in the analytical process is the modules context. In my first more… »

  • Misunderstood: Invitation vs. Provocation
    by Giselle Carter (@gmcarter)

    Many students in Early Childhood Education are confused about the difference between provocations and invitations.  I use the analogy of thinking of educators like caterers to help explain the differences.

  • Accuracy and Precision
    by Sheeba (@svilakkathusaidu)

    Accuracy and precision are always get confused when we use these terms in Project Management. Accuracy is the closeness of our answer to the true value whereas, precision is the closeness of our answers to each other. For better explanation I have used dart board game. Darts strike on the board close to true value will be having more… »

  • Building others through recognition
    by Gary Danner (@gdanner)

    Building others through recognition One skill that helps build stronger teams is the ability to give positive recognition and appreciation to others on the team as well as identifying strengths in others. Unfortunately, students sometimes see this skill as phoney, silly, or fake. I ask students to think about the last time they felt they more… »

  • Opportunities vs. Strategies
    by Anahita Khazaei (@Ana)

    One of the topics that is usually misunderstood in my classes (case-based management courses) is the difference between opportunities and strategies. Students tend to list strategies instead of opportunities. By definition, opportunities are trends and factors in the external environment that are outside the control of the organization. Strategies on the other hand, are developed more… »

  • Why is this Relevant?
    by Bruce Stead (@B Stead)

    Why is this Relevant? Learning Curve. Math focus rather then learning concepts

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    2 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.



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