This week’s readings and video on threshold concepts were enlightening for me. As I read, it brought to my remembrance many instances of situations in my own learning where I have irreversibly crossed the threshold, never to unlearn or un-see a thing again.<\/p>\n
I thought particularly of learning to read and write using the Korean alphabet while serving as a two year missionary in South Korea right out of college. There are 24 letters in the Korean alphabet. I remember writing them all out on an index card shortly after arriving in the country. I would carry that card around with me everywhere I went, pulling it out when I had even a minute to spare, and reading words around me. There came a time, several months into my time in Korea, when I no longer needed the card. I knew the letters. I knew how to read the words. I didn’t always know what I was reading, but I could read. I had crossed an irreversible threshold in my learning. Had it been troublesome? Oh yes! Was it transformative? Certainly.<\/p>\n
Another example for me of threshold learning was driving a car. I learned in a standard pick up truck when I was twelve years old. My dad would have me drive for him on the interstate. He would do the shifting, and tell me when to “clutch it”. Eventually, I was responsible for all of it, shifting and clutching both, even in town. I would be so terribly nervous at stop signs. My younger siblings were usually riding in the back of the truck. It would jerk until I could get it going properly. My sister would inevitably scream, “We’re gonna DIE! We’re all gonna DIE!” Thankfully, I eventually crossed that driving threshold and learned to master a standard transmission as well. This too has been irreversible.<\/p>\n
As an educator, I am able to view threshold concepts from the other side of the fence so to speak. I witness my students struggling with math concepts that come so naturally to me, even straight forward things like basic multiplication. They may get lost in the steps, or where to line up the digits. They may not understand why they need to place a zero as a place holder, and so on. As a teacher, I utilize every strategy I know to help them overcome barriers to their learning. I desire to see each one of them successful. I long for them to have those “Aha!” moments where they too get it. The light bulb turns on for them. They don’t need the cue cards anymore either. They are proudly able to do it on their own. I believe this is what teaching is all about.<\/p>\n
<\/p>\n
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