Teaching Tricky Topics

Teaching tricky topics developed from our JuxtaLearn research a year or so back, and this January the Open University (OU) Institute of Educational Technology (IET) had a stall at the BETT 2017 show. The first part of the JuxtaLearn process helped teachers to analyse why students didn’t understand a topic, “I don’t get what they don’t get” is the typical teacher remark as students struggle to understand a new concept.As a result of that research, the OU along with Oxford University is putting together a process for teacher development to analyse the stumbling blocks to learning a topic and to assess how well a teacher’s consequent learning intervention works. It has three steps:

  • Identify
  • Capture
  • Assess

all explained in detail at http://tricky-topics-guide.ac.uk/the-tricky-topics-guide/.

When we were researching, I used the results as we worked to reflect on my computing students’ problems with object-oriented programming – I was applying what is now the Identify step. As a consequence of that research, I came better to understand what concepts were causing my students to stumble, and anticipating those problems, to provide tutorials that helped them over the blockages.

This teaching tricky topics is a very powerful process for a teacher. It would be great to work through it with a module team designing a new module, a fitting impact of the JuxtaLearn research .

 

 

 

 

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About PosPosDoc

Researching police learning. Researched reflective performance and its use in videos for learning STEM subjects. Researched older people online Researched engaged relationships between public sector clients and consultants on IT projects Know about public sector, project management, consultants, IT, and use of social media

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