This event is part of series:
Evidence suggests that learning is enhanced when instructors accurately anticipate learners' misconceptions. In this interactive workshop, participants will examine the broad impacts of a common misconception in the sciences. Participants will then collaborate to construct a bank of misconceptions to assist them in anticipating alternative ideas about their fields that they might encounter during classes, scientific presentations, and job talks. Finally, we will introduce simple assessment formats based on misconceptions that can serve to change the minds of learners away from misconceptions and toward instructional goals.
Co-sponsored by the Office of the Vice Provost for Graduate Education (VPGE) and the Center for Teaching and Learning (CTL).
