Date(s) - 15/06/2018
2:00 pm - 4:00 pm
Do you find that your students get stuck at key transformational conceptual learning points?
Are your students’ exam results indicating that they are not truly understanding fundamental concepts in your course?
Have you found that senior students fail to think and act in the ‘disciplinary way’?
If any of the above resonates, consider attending this session to learn more about transformational ‘disciplinary threshold concepts’, and specifically, how to identify and design for maximal conceptual student learning and disciplinary ways of thinking.
This is a 2 hour mixed seminar/hands on workshop session that will demonstrate both the theory and practical methods to identify threshold concepts in your disciplinary area, with a view to devising curricular change to refocus student learning and assessment on these tricky conceptual learning points.
- Basic introduction to conceptual learning and disciplinary TC
- Benefits of teaching to TC
- Identifying and mapping TC in your discipline and curriculum
- Focussing student learning outcomes, learning activities and assessments on TC
- Further resources and support
For more information, please visit: https://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
Dr Rachel Thompson in Senior Lecturer and Faculty Fellow in Learning and Teaching at UNSW Medicine. She has been actively researching the effective use of threshold concepts in her practice for the past 12 years.
Feature image credit: Sebastian Mantel
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