Configuring experiential learning to bridge the theory practice divide
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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.

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Configuring Experiential Learning to Bridge the Theory Practice Divide

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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

  • 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


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


Pediatric Community-based Classroom

Impact on faculty:

  • Learned service-learning models –

    Not yet a norm in Hong Kong

  • Modeling collaborative team interaction


Pediatric Community-based Classroom

Impact on community:

  • Change in attitude & belief to individual with disability

  • Service to individuals and family


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


Preparing Students

Objectives

Framework

Submit plan for feedback

Saturday Playgroup 2

Saturday Playgroup 1

Reflect, submit plan for feedback


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


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


All Students Recommend

Learning Experience

To Be Continued


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!


  • 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


    Preparing Students

    Orientation of Objectives

    Link theory (DMB) to practice (PPTP)

    Small group discussion & Reflection

    (no assignment)

    One Saturday Playgroup


    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


    Individual Interview

    • Bridge theory to practice

    • Unique experience

    • Practice communication and skills

    • More sensitive and caring

    • Lecture and playgroup should go together


    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


    Challenges

    • Involve community partners

    • Address community needs

    • Not “volunteerism”

    • Balance between service & learning objectives

    • Emphasis on reflective practice


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