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Seminar/old files/dora01252002.p pt Configuring Experiential Learning to Bridge the Theory Practice Divide Dora Poon EDC Thematic Seminar Series: Reforming.

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Presentation on theme: "Seminar/old files/dora01252002.p pt Configuring Experiential Learning to Bridge the Theory Practice Divide Dora Poon EDC Thematic Seminar Series: Reforming."— Presentation transcript:

1 seminar/old files/dora p pt 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 seminar/old files/dora p pt 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 seminar/old files/dora p pt 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 seminar/old files/dora p pt Pediatric Community-based Classroom Impact on faculty: Learned service-learning models – Not yet a norm in Hong Kong Modeling collaborative team interaction

5 seminar/old files/dora p pt Pediatric Community-based Classroom Impact on community: Change in attitude & belief to individual with disability Service to individuals and family

6 seminar/old files/dora p pt Cohort 1 March - May PT and 24 OT year 2 students 2 integrated playgroups: PolyU & Hospital Children with various disabilities (age 3-8) Other children: siblings & faculties

7 seminar/old files/dora p pt Preparing Students Objectives Framework Submit plan for feedback Saturday Playgroup 1 Reflect, submit plan for feedback Saturday Playgroup 2

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

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13 seminar/old files/dora p pt 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

14 seminar/old files/dora p pt All Students Recommend Learning Experience To Be Continued

15 seminar/old files/dora p pt 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!

16 seminar/old files/dora p pt 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

17 seminar/old files/dora p pt Preparing Students Orientation of Objectives Link theory (DMB) to practice (PPTP) One Saturday Playgroup Small group discussion & Reflection (no assignment)

18 seminar/old files/dora p pt Evaluation Orientation of Objectives Link theory (DMB) to practice (PPTP) One Saturday Playgroup Small group discussion & Reflection (no assignment) Level of confidence Learning experience Individual interview Confidence & exposure survey

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21 seminar/old files/dora p pt Individual Interview Bridge theory to practice Unique experience Practice communication and skills More sensitive and caring Lecture and playgroup should go together

22 seminar/old files/dora p pt 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

23 seminar/old files/dora p pt Challenges Involve community partners Address community needs Not “volunteerism” Balance between service & learning objectives Emphasis on reflective practice


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