The BVA aims to support and sustain the widespread adoption of instructional methods leading to better student learning. That, in turn, means being more aware of the challenges students face as learners. This short YouTube video captures the experience of faculty at Indiana University Bloomington as they reflect on the need to provide students with explicit guidance about the “mental moves” of their discipline or field. As research makes clear, doing so is key to helping students overcome bottlenecks to their learning.
Thanks to Joan Middendorf and her IUB colleagues for sharing these videos, produced in conjunction with IUB’s participation in the RAC on course transformation. Middendorf is a consultant with IUB’s Center for Innovative Teaching & Learning.
For more information, see:
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In C. Rust (Ed.), Improving student learning theory and practise – Ten Years On(pp. 412-424). Edinburgh: University of Edinburgh.
Middendorf, J., & Pace, D. (2004). Decoding the Disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 2004(98), 1-12.
Middendorf, J., & Shopkow, L. (2018). Overcoming Student Learning Bottlenecks: Decode the Critical Thinking of Your Discipline. Sterling, VA: Stylus.
Pace, D. 2017. The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Bloomington, IN: Indiana University Press.