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
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                                       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
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        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
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        Pediatric Community-based Classroom


  Impact on faculty:

     Learned service-learning models –
      Not yet a norm in Hong Kong

     Modeling collaborative team interaction


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        Pediatric Community-based Classroom


Impact on community:

   Change in attitude & belief to individual with
    disability

   Service to individuals and family


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                                       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
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                              Preparing Students
                            Objectives
                            Framework


       Submit plan for
       feedback



                                              Saturday
      Saturday                               Playgroup 2
     Playgroup 1


seminar/old              Reflect, submit
files/dora01252002.p     plan for feedback
pt
                                             Evaluation
        Confidence &        Objectives       Level of confidence
       exposure survey      Framework
                                             Learning experience
                                             Parents’ survey
       Submit plan for
                                             Individual interview
       feedback

                                               Group report
                                                & Reflection
                                               (assignment)
      Saturday
     Playgroup 1
                                              Saturday
                                             Playgroup 2
seminar/old              Reflect, submit
files/dora01252002.p     plan for feedback
pt
         Frequency of Exposure with Children

70                                 Below 6, presently

60                                 Below 6, in past 5 years
                                   6-11, presently
50
                                   6-11, in past 5 years
40
30
20
10
0
     Never or    Monthly      Weekly          Daily
     seldom
        Frequency of Interaction with Children
90
80                                                            Yes       No

70
60
50
40
30
20
10
 0
     Pl a       Pl a      L         Ch           Fe       He      He       He
         y   ga     y g ook e           an
                                           ge
                                                    ed      lp
                                                               ge
                                                                    l pe
                                                                        dh
                                                                             lp
                                                                                spo
               me      am        da            dd      ab        td
                           es        fte                  ab       res     om       rt o
                   s(         (6-        rc        iap       y                ew        r
                     0-5
                        )         11        hil d      er              sed       o rk c lub
                                    )            ren
     Level of Confidence Following Playgroup
80
     P T ( po lyU, n=11)
70   P T ( P Y E H , n=12 )
     OT (n = 6)
60
50
40
30
20
10
 0
        Ver         Low           Inc          c on          Inc          Ver
            y lo          in c        re a          fide         re a         yc
                wi            o nf        si n           nt          si n         onf
                   nc             ide         gc                         gc           ide
                     o nf             n ce      o nf                       o nf          nt
                         ide                        ide                        ide
                             n ce                       n ce                      n ce
                     Qaulity of Learning
90
     Good
80   Very good
70   High (unique)

60
50
40
30
20
10
0
       PT (polyU)          PT (PYEH)       OT
                       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

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            All Students Recommend
               Learning Experience
                 To Be Continued




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                       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)
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   Want more playgroup!
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                                           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
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                                    Preparing Students
                             Orientation of Objectives
                       Link theory (DMB) to practice (PPTP)




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


                                                    Small group
   One Saturday                                     discussion &
    Playgroup                                        Reflection
                                                  (no assignment)
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     Level of Confidence following Playgroup
70
60
50
40
30
20
10
0
      No t c           No t c          No c             More           Ver y
               onfid          hang            hang             conf          conf
                    ent            e (st            e (al           iden          iden
                                        il l no          rea d           t             t
                                                t con         y co
                                                     fiden        nfide
                                                           t)           nt)
                    Quality of Learning
60

50

40

30

20

10

0
     No             Be lo             Av e       Abo              Uni
        ben               w               rage       v   e av         qu   e
            ef it             ave                            erag
                                  rage
                                                                  e
                       Individual Interview

   Bridge theory to practice

   Unique experience

   Practice communication and skills

   More sensitive and caring

   Lecture and playgroup should go together
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                                  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
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                                      Challenges

   Involve community partners

   Address community needs

   Not “volunteerism”

   Balance between service & learning objectives

   Emphasis on reflective practice
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