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SEAN ROBINSON: When you
see that a student has

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an understanding of
what they're doing which

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is very different
from what's real,

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you try to find
something in what they're

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doing that is just very counter
to what their understanding is.

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Really point it out.

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You have to elicit it.

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Make them understand that, hey,
look, this thing over here,

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you can see that that's true.

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And if that's true,
then your understanding

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can't possibly be true.

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That gets them into
the mental state

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that neuropsychologists
call cognitive dissonance.

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And that is a point
where students

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are very ripe for learning.

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You elicit the
cognitive dissonance

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and then help them resolve it.

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Those sort of
teaching moments are

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things that really stick
with the student for quite

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some time.

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So for us, in the
course of the semester,

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we try to elicit many of these
moments of cognitive dissonance

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early in the
semester, and really

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try to get them through
these important lessons

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of eliminating the very
common misunderstandings

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that many people come
into the class having.