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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

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
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
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 classroom1
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 classroom2
Pediatric Community-based Classroom

Impact on community:

  • Change in attitude & belief to individual with disability
  • Service to individuals and family
cohort 1
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
Preparing Students

Objectives

Framework

Submit plan for feedback

Saturday Playgroup 2

Saturday Playgroup 1

Reflect, submit plan for feedback

evaluation
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
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
All Students Recommend

Learning Experience

To Be Continued

parents survey n 22
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
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 students1
Preparing Students

Orientation of Objectives

Link theory (DMB) to practice (PPTP)

Small group discussion & Reflection

(no assignment)

One Saturday Playgroup

evaluation1
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
Individual Interview
  • Bridge theory to practice
  • Unique experience
  • Practice communication and skills
  • More sensitive and caring
  • Lecture and playgroup should go together
challenges
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
challenges1
Challenges
  • Involve community partners
  • Address community needs
  • Not “volunteerism”
  • Balance between service & learning objectives
  • Emphasis on reflective practice
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