Ron, you said, "I know this theory is important to OT's practice, I'm not sure how the theory is expressed in clinical decision making." 

I'm wondering if this is exactly the type of applications exercises you can get the students to do. That is, isn't it their responsibility to figure out the theory-practice expressions and connections?

Is human occupation theory one of the threshold concepts in your discipline (cf. http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf)? If so, I'm curious how others on the listserv have turned threshold concepts into application exercises?

Cheers,
Tim Loblaw
Bow Valley College
Calgary, AB

On Fri, Aug 17, 2012 at 8:21 AM, Carson, Ron <[log in to unmask]> wrote:
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
671 Winyah Dr
Orlando, FL 32803