I wonder if some of our difficulty as instructors in designing effective application exercises in a theory course such as this, is that it requires us to make explicit the learning which has become implicit to us over time. It forces us to make connections which now feel intuitive from the perspective of immersion in a particular field of study / practice.
Liz Winter, Ph.D., LSW
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Child Welfare Education for Leadership Program
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University of Pittsburgh
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Anderson, Nadia [ARCH]
Sent: Friday, August 17, 2012 12:09 PM
To: [log in to unmask]
Subject: Re: Backward Design in a Theory Class?
Ron,
Your latest message came through as I was sending my last response. Just wanted to say that my situation is very similar - there isn't a clear direct translation from the ideas in the theory to a specific way of designing. I'm hoping to help my students see, through case studies, how theory can manifest in different ways and affect how we look at different situations. It isn't easy for me - I really have to spend time looking at examples and trying to define how the theory manifests itself, which means sometimes ambiguous situations that students hate. However, this is also one of the things they need to learn - ambiguity is par for the course in real life!
Nadia
On Aug 17, 2012, at 10:55 AM, Carson, Ron wrote:
The theory in question is really a singular theory on human occupation. And this is where I'm stuck. Because, while theory of human occupation is critical to occupational therapy, the theory is not really applied theory. It's more foundational theory/knowledge. I know this theory is important to OT's practice, I'm not sure how the theory is expressed in clinical decision making.
Thanks for your continuing help...
From: Sibley, James Edward [[log in to unmask]]
Sent: Friday, August 17, 2012 10:49 AM
To: Carson, Ron
Cc: [log in to unmask]
Subject: Re: Backward Design in a Theory Class?
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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Jim Sibley
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From: "Carson, Ron" <[log in to unmask]>
Reply-To: "Carson, Ron" <[log in to unmask]>
Date: Fri, 17 Aug 2012 10:21:09 -0400
To: <[log in to unmask]>
Subject: Backward Design in a Theory Class?
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
407.303.9182