Engaging conceptual learning about threshold concepts with pots and pans

This paper discusses a recent session delivered to teachers on a MastersÃ¢â¬â¢ (MEd) programme, with a strong emphasis on enhancing professional practice, at a university in the north west of England. The aim of the session was to develop an understanding of threshold concepts for curriculum design...

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Autores principales:	Yvon Appleby, Alison Barton
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2012
Materias:	Threshold concepts Learning Development Teaching and Learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d5544941c8114accafee6f2736cf0753
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id	oai:doaj.org-article:d5544941c8114accafee6f2736cf0753
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spelling	oai:doaj.org-article:d5544941c8114accafee6f2736cf07532021-11-29T14:04:10ZEngaging conceptual learning about threshold concepts with pots and pans10.47408/jldhe.v0i4.1371759-667Xhttps://doaj.org/article/d5544941c8114accafee6f2736cf07532012-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/137https://doaj.org/toc/1759-667XThis paper discusses a recent session delivered to teachers on a MastersÃ¢â¬â¢ (MEd) programme, with a strong emphasis on enhancing professional practice, at a university in the north west of England. The aim of the session was to develop an understanding of threshold concepts for curriculum design by using a novel and practical approach to engage the teachers who deliver higher education, across a variety of subject areas, in further education colleges. What initially felt to be an unexpected and strange learning environment for the teachers (using a hands-on experiential approach with pots and pans) enabled a detailed focus on subject pedagogy (Cousins, 2010) and awareness of metalearning about threshold concepts (Ward and Meyer, 2010). The session supported the teachers, as learners, to move from seeing threshold concepts simply as Ã¢â¬Ëtroublesome knowledgeÃ¢â¬â¢ (Meyer and Land, 2005; Land et al 2005) towards something that was transformative and that could usefully be integrated into their practice. The session, which presented threshold concepts as a threshold concept itself, challenged both our own and the teachersÃ¢â¬â¢ assumptions about curriculum design in subject teaching encouraging a greater understanding of how to embed threshold concepts within subject pedagogy and learning activities (Davies and Mangan, 2006). Yvon ApplebyAlison BartonAssociation for Learning Development in Higher Education (ALDinHE)articleThreshold conceptsLearning DevelopmentTeaching and LearningTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 4 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Threshold concepts Learning Development Teaching and Learning Theory and practice of education LB5-3640
spellingShingle	Threshold concepts Learning Development Teaching and Learning Theory and practice of education LB5-3640 Yvon Appleby Alison Barton Engaging conceptual learning about threshold concepts with pots and pans
description	This paper discusses a recent session delivered to teachers on a MastersÃ¢â¬â¢ (MEd) programme, with a strong emphasis on enhancing professional practice, at a university in the north west of England. The aim of the session was to develop an understanding of threshold concepts for curriculum design by using a novel and practical approach to engage the teachers who deliver higher education, across a variety of subject areas, in further education colleges. What initially felt to be an unexpected and strange learning environment for the teachers (using a hands-on experiential approach with pots and pans) enabled a detailed focus on subject pedagogy (Cousins, 2010) and awareness of metalearning about threshold concepts (Ward and Meyer, 2010). The session supported the teachers, as learners, to move from seeing threshold concepts simply as Ã¢â¬Ëtroublesome knowledgeÃ¢â¬â¢ (Meyer and Land, 2005; Land et al 2005) towards something that was transformative and that could usefully be integrated into their practice. The session, which presented threshold concepts as a threshold concept itself, challenged both our own and the teachersÃ¢â¬â¢ assumptions about curriculum design in subject teaching encouraging a greater understanding of how to embed threshold concepts within subject pedagogy and learning activities (Davies and Mangan, 2006).
format	article
author	Yvon Appleby Alison Barton
author_facet	Yvon Appleby Alison Barton
author_sort	Yvon Appleby
title	Engaging conceptual learning about threshold concepts with pots and pans
title_short	Engaging conceptual learning about threshold concepts with pots and pans
title_full	Engaging conceptual learning about threshold concepts with pots and pans
title_fullStr	Engaging conceptual learning about threshold concepts with pots and pans
title_full_unstemmed	Engaging conceptual learning about threshold concepts with pots and pans
title_sort	engaging conceptual learning about threshold concepts with pots and pans
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2012
url	https://doaj.org/article/d5544941c8114accafee6f2736cf0753
work_keys_str_mv	AT yvonappleby engagingconceptuallearningaboutthresholdconceptswithpotsandpans AT alisonbarton engagingconceptuallearningaboutthresholdconceptswithpotsandpans
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Engaging conceptual learning about threshold concepts with pots and pans

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