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Recognizing When Students are Facing Threshold Concepts

Here are some ways you can recognize when students are faced with a threshold concept:
  1. Struggle and Resistance: Students may show signs of struggle or resistance when encountering a threshold concept. This could manifest as confusion, frustration, or reluctance to engage with the material.Online Education Problems. Tired Young Asian Student Lady Looking At Computer Screen, Bored Korean Woman Sitting At Desk With Computer, Having Difficulties With Distance Learning, Free Space
  2. Misconceptions and misinterpretations: Educators may observe common patterns of misunderstanding among students or recurring misconceptions that persist despite clarification and instruction.
  3. Critical questions and reflections: Students may ask probing questions or engage in reflective discussions that indicate they are grappling with the underlying principles of the threshold concept. They may question assumptions, seek clarification, or express curiosity about alternative perspectives, signaling a deeper level of engagement with the material.
  4. Inconsistencies in Learning Progress: Educators may notice inconsistencies in students’ learning progress or performance related to the threshold concept. Some students may demonstrate sudden breakthroughs or “aha” moments where they suddenly grasp the concept, while others may continue to struggle or show minimal improvement over time.
  5. Metacognitive Awareness: Students may reflect on their learning process and articulate their understanding (or lack thereof) of the threshold concept. They may express uncertainty about their comprehension, acknowledge areas of confusion, or articulate strategies they are using to overcome obstacles.
  6. Application and Transfer: Students may struggle to apply or transfer their understanding of the threshold concept to new contexts or problem-solving tasks. They may demonstrate difficulty in recognizing when and how to apply the concept appropriately, indicating a need for additional support or scaffolding.
  7. Peer Interactions: Educators may observe students discussing the threshold concept with their peers or collaborating on problem-solving tasks. Peer interactions can provide valuable insights into students’ understanding, as they may reveal common misconceptions, alternative perspectives, or strategies for overcoming obstacles.
VIDEO: Breaking Through Threshold Concepts as Key to Understanding

LINK TO VIDEO (19:11 minutes): In this video Dr. Robert Coven shares insights on breaking through threshold concepts as keys to understanding. Dr. Coven has been teaching for over 30 years and holds a PhD in Curriculum and Instruction. This talk was given at a TEDx event using the TED conference format but independently organized by a local community.

READING: Integrating Threshold Concepts into the Curriculum

LINK TO READING: From the Office of Teaching and Learning at the University of Guelph. The Office of Teaching and Learning (OTL) is the leader in championing the University of Guelph’s pedagogical mission. The Office provides expertise in, and passionately advocates for, innovative and evidence-informed pedagogical approaches to build, maintain, and promote collaborative successes for their learners and campus community.

Learn more about threshold concepts on this site: