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?

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“so misunderstood” flickr photo by SquirmyBeluga https://flickr.com/photos/squirmy21/8315536253 shared under a Creative Commons (BY) license

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14 Responses Completed for this Activity

  • Zinc and dress shirts (Christine, @Calm_Spark)

    In analytical instrumentation the students needs to make solutions of the appropriate concentration for a specific element using compounds.  Often the students miscalculate what they need to weigh out because they forget that the element is only part of the compound.  My analogy relates the element to sleeves of a shirt.

  • Signs vs symptoms: The challenges of assessing patients (Iain Alexander Robertson, @IainRobertson)

    One of the courses I teach is called ‘clinical assessment’. It can be very challenging for the students because it requires them to draw from previous learning (e.g. anatomy), learn new information (e.g. how to assess various joints in the body), and then integrate that learning into clinical practice. Students can often be overwhelmed with… Read more »

  • Misunderstood Math (Lisa Koster, @lkoster)

    This is my response to the Misunderstood Activity.  Before trying to come up with something of my own, I thought I would do some searching to see if someone else had already found an answer.  I found something and shared it in my post. This was a great exercise in thinking outside of the subject… Read more »

  • Scanning your textbook (Irene Stewart, @IrenequStewart)

    In the study skill/learning strategy area of my practice as a Retention Coordinator, students seem to misunderstand why one would scan their textbook chapter before reading.

  • ; = > , but < . (Jessica OReilly, @JessicaOReill17)

    What happened when the semicolon broke grammar laws?   It was given two consecutive sentences! Click the link to read about a great analogy to help students differentiate between the semicolon and other forms of punctuation. I didn’t create the analogy, but I do imagine how I’d use it in my classroom.

  • #easypeasylemonsqueezy (Marnie Seal, @marnieseal)

    Response to the misunderstood activity: https://librarylandfairytales.wordpress.com/2018/03/13/easypeasy/

  • Research – before or after? (Jen Booth, @JenBoothatGC)

    Students feel that because they can Google, they’ve mastered the art of research.  This week has been all about trying to help students understand that the research comes first, and should inform the way their essay develops. My analogy… Doing the research after you write the essay is like assembling flat packed furniture without checking… Read more »

  • Analogy for learning (Helen DeWaard, @hj_dewaard)

    This blog post talks about the tricky idea about ‘what is learning’ since prior knowledge of what learning really is can hinder the understanding of teacher candidates as they work with children. How do they know when learning has occurred if they can’t ‘see’ it? The analogy of riding a backwards bike is used.

  • We are all Different (Steven Secord, @stevensecord)

    To complete this activity I have written a blog post on one of the most misunderstood concepts I encounter the Faculty of Education: Differentiation.

  • Misunderstood – The Journey to Mount Doom (Lynn Cartan, @LynnCartan)

    Teaching Goals vs. Objectives using Lord of the Rings.

    2 Responses to “Misunderstood”

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