This is work in progress!
The description of a bottleneck might influence the Decoding process.
The Decoding process is usually more effective, when the bottleneck is defined with some precison.
- avoid disciplinary jargon
- define bottlenecks relatively narrowly
Characteristics of useful bottlenecks
- They affect the learning of significant numbers of students.
- They interfere with major learning in a course or courses.
- They are defined clearly and without jargon.
- They are relatively focused and do not involve a large number of very disparate operations.
- Middendorf & Shopkow (2018), S. 21:
- To help choose among several bottlenecks, you can apply the following criteria:
- Common and frequent: Do many students get stuck on this one?
- Foundational: Is it needed for later course work, something the work builds on, such as forceconcepts in physics?
- Central: Is it critical to operating in the field, such as the concept of bias in data for any filedinvolving statistics (not superficial like calculation errors)?
- Aggravating: Does the students’ inability to “get” this concept frustrate either the teacher orthe students a great dea
See also
Descriptions of bottlenecks colletected in this wiki
