North Island College Teaching & Learning Supports
 
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Addressing Troublesome Knowledge

strategies to identify and address troublesome knowledge in the classroom: Discussion Group Concept. Diverse people discussing their problems with others seated in circle, top view
  1. Formative assessment techniques
    • Employ tools such as quizzes, concept maps, pre-tests, and think-aloud protocols to gauge students’ understanding and uncover misconceptions.
  2. Observations and classroom interactions
    • Pay close attention to students’ questions, responses, and problem-solving processes during class discussions, group activities, and individual tasks.
  3. Peer discussions and collaboration
    • Encourage students to explain concepts to each other, engage in peer tutoring, and collaborate on problem-solving tasks to identify and address misconceptions.
  4. Conceptual probes
    • Pose open-ended questions or scenarios that prompt students to apply their understanding of threshold concepts and reveal any misconceptions or gaps in their knowledge.
  5. Feedback and reflection
    • Provide timely and constructive feedback to students on their learning progress, addressing misconceptions and offering guidance for improvement. Encourage students to reflect on their thinking processes and consider alternative perspectives.
  6. Conceptual mapping
    • Have students create visual representations of their understanding, such as concept maps or diagrams, to clarify connections between ideas and identify areas of confusion.
  7. Diagnostic assessments
    • Administer diagnostic assessments at the beginning of a unit or course to identify common misconceptions among students and tailor instruction accordingly.
  8. Ongoing formative assessment
    • Integrate regular checks for understanding throughout instruction, adjusting teaching strategies and providing additional support as needed based on students’ responses and feedback.
  9. Differentiated instruction
    • Modify instructional materials, activities, and assessments to accommodate diverse learning needs and address specific misconceptions or gaps in students’ understanding.
  10. Collaborative professional development
    • Engage in collaborative inquiry with colleagues to share insights, strategies, and resources for identifying and addressing troublesome knowledge effectively.

By implementing these strategies, educators can proactively identify and address troublesome knowledge in the classroom, supporting students’ learning and promoting deeper understanding of threshold concepts.

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: