Using threshold concepts to think about module design
Consider your own academic discipline or field and a particular module for which you are responsible.
Can you identify what the threshold concepts are in this subject, at this level? What areas do students traditionally have difficulty with and how do you think you might help them overcome this?
Are there particular teaching approaches (e.g. case studies, project work, practical sessions) that might be appropriate?
What forms of assessment (both formative and summative) might align well with this intention?
What are the typical, traditional methods used in the teaching of this particular topic? To what extent do you feel these are successful and are there any alternative approaches that are both likely to enhance student learning and are manageable within the constraints of the module timeframe and resourcing?
We will explore the related notion of teaching ‘troublesome knowledge’ in Chapter 11 of Reflective Teaching in Higher Education.