Ron,
I have also been moving a theory course to TBL - this is my second year at it. Like you, I have struggled with the "application" part of TBL. Last year, I gave RATs that were tied to specific readings but had a lot of trouble developing application exercises.
My course is in architectural theory - a different topic, I know, but as in both cases we're dealing with theory as related to professional education.
This year, I am adding application exercises into my course and, in trying to figure this out, I realized that the application of theory in my case is design; in your case, I imagine it would be actual occupational therapy. I always talk about theory as
the "framing" of practice, not just abstract ideas that are interesting but not really relevant (what students usually think it is). This year, I am planning to have students look at examples of designs that I believe reflect the theories we are discussing
in practice - they will have to analyze how the designers are using the theories in the real world.
As Jim says, this is really taking the abstraction of theory and putting it into the messy world of real cases. Keeping the applications very focused and directed will help them see how theory translates into practice. I am planning to have several of
these directed case studies in class and then, as a final course requirement, ask students to develop their own analysis of a project to show that they have in fact absorbed the material.
Good luck!
Nadia
Nadia M. Anderson
Assistant Professor, Department of Architecture + Extension Specialist
Iowa State University
515-294-0339
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On Aug 17, 2012, at 9:49 AM, Sibley, James Edward wrote:
Hi Ron
I would get them into the messy problems of the discipline as quick as possible
You might reinforce, repeat, reiterate theory….even lecture on it sometimes…and focus on theory on the assessments
If the students are solving problems while they build their knowledge structures….there is more chance the they will organize their knowledge in ways that support application/problem-solving more than rote recall
There is also a great motivational benefit to have them working with disciplinary problems early
The question that comes to my mind is….what theory would best describe what we are seeing in this situation…why is this theory useful to understand this situation….knowing that this theory might apply to this situation > what would you expect next….what
would you do next to be consistent with the guidance provided by the theory
My two cents
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meesage.
I'm attempting to "convert" a theory class into TBL but I'm having trouble answering the question, "What are students who really understand the material doing that shows they get it?"
The class is a theory class on human occupation (occupation = activity people do to take care of themselves, be productive and have fun). It's the student's first trimester of a 7 trimester occupational therapy program.
The problem is that this is foundational knowledge and I'm sure what students will actually DO with the information.
The will certainly think differently but as far as actually doing something with the knowledge, I'm just not sure. Any suggestions?
Thanks,
--
Ron Carson MHS, OT
Assistant Professor
Adventist University of Health Sciences
Orlando, FL 32803
407.303.9182