This document discusses threshold concepts and how making students aware of their own thought processes can help them learn more effectively. It provides examples of threshold concepts in different subject areas like graphic design, mathematics, and language skills. Threshold concepts are crucial concepts that students must understand to progress further in a subject, but can be difficult to grasp. The document advocates for teachers to explicitly identify threshold concepts, find their root causes, and help students work through challenging concepts to break down cognitive barriers to learning. It provides feedback from students on how learning about threshold concepts and meta-cognition has helped improve their confidence and independent learning.

1. Cape Peninsula University of
Technology
Monika Rohlwink
“Learning is physical – we CAN understand.” (James Zull)

2. Threshold concepts :
Breaking cognitive barriers

3. Faculty of Informatics & Design:
Foundation Course (ECP)
l

4. Subjects
• Graphic Design
• Surface Design
• Fashion Design
• Industrial Design
• Jewellery Design
• Interior Design
• Architectural
Technology
• Drawing
• Communication
Studies
• Professional
Business Practice:
– Life Skills
– Study Skills
– Research Skills
– Computer Literacy
– Numeracy
– Lang. & Comm. Skills

6. The main-frame PC (the “shoulder-top”) - on
energy-saving sleep mode!
http://science.howstuffworks.com/life/amnesia-and-head-trauma2.htm

7. Teaching meta-cognitive skills explicitly….
Student Meta-cognition Strategies
• Meta-cognitive strategies are explicitly designed to help
students become aware of their own thought processes
and to modify them to make those processes more
effective. When students recognise their patterns of
thinking, they also can become aware of the signals that
tell them that they are having difficulty comprehending
or expressing. By guiding students to that understanding,
teachers can lead students to adopt specific strategies
that they can use to learn and improve on their own.
These strategies enable students to build their capacity
to learn independently, without the teacher’s continuing
demonstrations or intervention. (Thier, n. d.)

8. Cognitive and meta-cognitive skills
• Instinctive acquisition of knowledge and skills
in early childhood
• Conscious acquisition of knowledge and skills
as pupils and students
• Awareness of different (and personalised)
strategies for acquiring knowledge and skills
• Monitoring and regulating the acquisition of
knowledge …….. for SUCCESS! (meta-cognition)

9. Threshold Concepts (Meyer & Land)
• “A threshold concept
can be considered as
akin to a portal,
opening up a new and
previously inaccessible
way of thinking about
something. It represents
a transformed way of
understanding, or
interpreting, or viewing
something without
which the student
cannot progress."
(Meyer and Land, 2005)
http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html

10. CORE threshold concepts in studio subjects:

11. CORE threshold concepts in theory subjects:
• Define the concept of Classicism! (History of
Design)
• Metric conversions (Numeracy)
• Calculate the area of a plot of land (TRP)
• Chromatic greys (colour theory)
• Positive / negative imprints and casts for
dentures (Dental Technology)
• Trigonometry (ABS – Arch. Technology)
• Progressive block print (Surface Design)

12. ……. in the academic / professional discourse:
• History of Design / Architecture / Education …
• Research skills!
• Essay writing skills!
• Correct language usage!!
• READING!!
• Punctuality and deadlines…………
• Ethical behaviour / academic integrity

13. Features of
threshold
concepts

14. • Transformative (ontological
and conceptual shifts)
• Irreversible (BUT: can be
modified, even rejected)
• Integrative (allows student to
make important connections)
Hi Monika. Just thought of
you immediately. Came
across a new word ‘palatial’
which means resembling a
palace in being spacious and
splendid. Feels good when I
learn new words.”

15. Features of threshold concepts (cont.)
Boundaries (border on other threshold concepts)
Ordered
progression!
www.artyfactory.com
Francois Viljoen: repeat pattern
Damian Hans: Modelling with
colours

16. Features of threshold concepts (cont.)
Sometimes easily grasped
• Paragraph construction
– Leading sentence with
• Subject of par., and ….
• …controlling idea
– Body of paragraph
* Referencing
Need greater effort
• Academic essays!
– Analysing the brief
– Doing research
– Avoiding plagiarism
– Crafting a coherent
essay

17. Threshold concepts often involve …..
The student’s perspective:
“troublesome knowledge”
The lecturer’s perspective:
“transparent knowledge”
Images: Wikipedia

18. Types of “troublesome knowledge”
• No prior knowledge (“I didn’t have Art at school.”)
• ‘Un-learning’ old methods or concepts which
contradict new methods and knowledge (“But you can’t
start a sentence with ‘because’ ”!!)
“…reversal can involve an uncomfortable emotional repositioning.”
(Cousin, 2006)
• Concepts which seem to go against ‘common sense’
(How are we supposed to draw the model without looking at the
paper and charcoal as well?!)
• Concepts, in themselves, difficult to understand (total
surface area of regular prisms)
• Concepts avoided due to prior negative experiences (Maths!!)

19. Liminal (transitional) space
beyond the comfort zone – between
“getting it” in class - and “losing it”
over one’s homework – between a
sense of achievement and feelings
of self-doubt and apprehension …..http://rsowell.wordpress.com/
www.sacredcirclecreativelife.com

20. If students have not understood and
internalised core threshold concepts in
any particular subject, they are forced to
imitate. Atherton (2010): “They have
just managed to mimic satisfactory
performance well enough to pass
assessments” – and their course. They
will never BE a designer or engineer
from the inside out.

21. Using threshold
concepts to break
down cognitive
barriers…….

22. Students:
• Knowledge [of cognitive strategies] is power!
• Recognise – analyse – engage with - and
master threshold concepts that hinder your
progress.
• Courage and patience!
• Practice!
• Emersion……………
Breaking down cognitive barriers……

23. Lecturers:
identify and deconstruct
threshold concepts
a. mm – cm – m – km
b. cm vs cm² vs cmᶟ
Metric conversion steps:
a. (x) or (÷) ….. ??
b. …. by 1 plus how
many zeroes??
c. (,) to the right or
the left…..??
d. … and by how many
places??
Visual aids

24. Lecturers (cont.):
Find possible root cause for cognitive barrier
• (x) or (÷) ….. ??
• Prim. school: “When
you ‘times’ the
answer is bigger;
when you divide the
answer is smaller.”
• m³ to cm³: multiply!!
• cm³ to m³: divide!!
• 0°

25. Feedback:
• S’kumbuzo (3rd year Arch. Tech.):
“I use the idea of threshold concepts to
work through difficult new concepts. I
don’t mimic.”
• “A threshold concept is when you are
at the gateway of a new journey.”
(Keenan)

26. “Ma’am, you make me feel that I can accept
myself and breathe more proudly ‘coz you
understand my problem & give me hope.”
“The most thing that
I like, Monika, is that
you give us hope
even though we do
badly & this
motivates me to
work my best.”
“It helps build self-
confidence & the
ability to explore &
learn new things.”
“I’ve never heard about
meta-cognition, but I
will use this knowledge
long after I have
finished my studies.”
“I have learned
to change my
mind about how
to think about
things in life.”

27. mrohlwink@cybersmart.co.za
“It has
changed the
way I will work
in the future.”

28. List of References
• Atherton, J. 2010. Doceo: Introduction to Threshold Concepts. [Online].
Available: http://www.doceo.co.uk/tools/threshold 3.htm [23 July 2010].
• Cousins, G. 2006. An introduction to threshold concepts. Planet, 17. December.
• Meyer, J. H. F. & Land, R. 2003. Threshold Concepts and troublesome Knowledge. Linkages
to Ways of thinking and practising within the Disciplines. [Online]. Available:
http://www.colorado.edu/ftep/documents/ETLreport4-1.pdf
[23 April 2014].
* Meyer, J. H. F. & Land, R. 2005. Threshold concepts and troublesome knowledge (2):
epistemological considerations and a conceptual framework for teaching and learning.
Higher Education, 49 (3): 373-388.
• Thier, M. 2002. THE NEW SCIENCE LITERACY: USING LANGUAGE SKILLS TO HELP
STUDENTS LEARN SCIENCE