1 / 23

Configuring Experiential Learning to Bridge the Theory Practice Divide

Configuring Experiential Learning to Bridge the Theory Practice Divide. Dora Poon EDC Thematic Seminar Series: Reforming Professional Education for a Knowledge-Based Society 25 Jan 02. Background.

mead
Download Presentation

Configuring Experiential Learning to Bridge the Theory Practice Divide

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Configuring Experiential Learning to Bridge the Theory Practice Divide Dora Poon EDC Thematic Seminar Series: Reforming Professional Education for a Knowledge-Based Society 25 Jan 02

  2. Background • Students lacked confidence in interacting with children & older elders (Curriculum review ,1998) • Discrepancies between theory and practice • Large range of performance & behavior of children • Require different interaction skills

  3. Pediatric Community-based Classroom Impact on students: • Positive exposure (fun) for interaction • Aware of the needs & potentials of individuals • Learn the use of play for therapeutic purposes

  4. Pediatric Community-based Classroom Impact on faculty: • Learned service-learning models – Not yet a norm in Hong Kong • Modeling collaborative team interaction

  5. Pediatric Community-based Classroom Impact on community: • Change in attitude & belief to individual with disability • Service to individuals and family

  6. Cohort 1 • March - May 2000 • 36 PT and 24 OT year 2 students • 2 integrated playgroups: PolyU & Hospital • Children with various disabilities (age 3-8) • Other children: siblings & faculties

  7. Preparing Students Objectives Framework Submit plan for feedback Saturday Playgroup 2 Saturday Playgroup 1 Reflect, submit plan for feedback

  8. Confidence & exposure survey Level of confidence Learning experience Parents’ survey Individual interview Evaluation Objectives Framework Submit plan for feedback Group report & Reflection (assignment) Saturday Playgroup 1 Saturday Playgroup 2 Reflect, submit plan for feedback

  9. Reflection (Assignment) • “The children have fun, so did we” – positive exposure • “The child is blind. To cope with his lost of vision, we use other sensation to stimulate him to play – aware of need and potentials • Through play, we trained their balance and walking, fine motor skill… play could be a really good therapeutic means for intervention – learn use of play for therapy

  10. All Students Recommend Learning Experience To Be Continued

  11. Parents’ Survey (n = 22) • Children benefited • Emotionally (92.9%) • Socially (100%) • Physically (71.4%) • Children enjoy playing with students • Parents benefited (feel supported, help  bias) • Want more playgroup!

  12. Cohort 2 • Sept - Nov 2000 • PT year 1 students (n=121), 1st semester • Community partner: (HKDSA), Playright Assoc. • Toddlers with Down Syndrome (mild problem) • Other children: siblings & faculties • On site Playgroup + workshop for parents

  13. Preparing Students Orientation of Objectives Link theory (DMB) to practice (PPTP) Small group discussion & Reflection (no assignment) One Saturday Playgroup

  14. Confidence & exposure survey Level of confidence Learning experience Individual interview Evaluation Orientation of Objectives Link theory (DMB) to practice (PPTP) Small group discussion & Reflection (no assignment) One Saturday Playgroup

  15. Individual Interview • Bridge theory to practice • Unique experience • Practice communication and skills • More sensitive and caring • Lecture and playgroup should go together

  16. Challenges • Students want more sessions • Packed curriculum – do not want work on Sat. • Some students want more structured activities (give demonstration first…) • Sequencing between theory and practice

  17. Challenges • Involve community partners • Address community needs • Not “volunteerism” • Balance between service & learning objectives • Emphasis on reflective practice

More Related