adult approach to education

Anita Hamilton 2006

Transformation to adult learning

Transformation to adult learning

Through the lens of Through the lens of transformative and transformative and

constructivist understandings constructivist understandings of learningof learning

Anita Hamilton 2006

Typical learning activities in Occupational Therapy

Education

Typical learning activities in Occupational Therapy

Education

Pre-readingLecturesTutorialsWorkshopsReports

Pre-readingLecturesTutorialsWorkshopsReports

FieldworkPortfolioGroup-workOn-line activitiesSelf-directed

study

FieldworkPortfolioGroup-workOn-line activitiesSelf-directed

study

Anita Hamilton 2006

Constructivist Understandings of Learning

Constructivist Understandings of Learning

Learning is affected by: context of learning (classroom & field) beliefs and attitudes (why I am here) culture (where I come from)

Learning is a process of fitting new information with what is already

known

Learning is affected by: context of learning (classroom & field) beliefs and attitudes (why I am here) culture (where I come from)

Learning is a process of fitting new information with what is already

known

Anita Hamilton 2006

Zone of Proximal Development

student

metacognition

competenciesself-efficacy

Current zone of

functioning

Future zone of

functioning

Constructivist learning:

• Curriculum design

• Curriculum delivery

• Assessment tasks

Pre-programme

During OT programme

Post-programme

Adapted from:http://www.aare.edu.au/01pap/men01511.htm

Anita Hamilton 2006

Constructivist Understandings of

Assessment

Constructivist Understandings of

AssessmentAssessment tasks are: Varied and or negotiable

formats Related to learning goals (not

just for the sake of assessment) Clearly related to professional

skill development Designed to qualify students to

be accepted by the profession

Assessment tasks are: Varied and or negotiable

formats Related to learning goals (not

just for the sake of assessment) Clearly related to professional

skill development Designed to qualify students to

be accepted by the profession

Anita Hamilton 2006

Constructivist Understandings of Fieldwork learning


Key features:1. Multiple perspectives and

representations of concepts2. Goals and objectives are

derived by the student in negotiation with the “teacher”

3. Teachers serve in the role of facilitators

Key features:1. Multiple perspectives and

representations of concepts2. Goals and objectives are

derived by the student in negotiation with the “teacher”

3. Teachers serve in the role of facilitators

Anita Hamilton 2006



Key features:4. Activities encourage reflection

and self-awareness5. Student plays central role in

mediating learning6. Learning occurs in authentic

situations

Key features:4. Activities encourage reflection

and self-awareness5. Student plays central role in

mediating learning6. Learning occurs in authentic

situations

Anita Hamilton 2006



Key features:7. Knowledge construction not

reproduction8. Learner’s previous knowledge

is considered9. Problem solving and higher

order thinking emphasised

Key features:7. Knowledge construction not

reproduction8. Learner’s previous knowledge

is considered9. Problem solving and higher

order thinking emphasised

Anita Hamilton 2006



Key features:10. Errors provide opportunity for

re-construction11. Independent exploration to

seek knowledge12. Apprenticeship learning

opportunities13. Interdisciplinary learning

Key features:10. Errors provide opportunity for

re-construction11. Independent exploration to

seek knowledge12. Apprenticeship learning

opportunities13. Interdisciplinary learning

Anita Hamilton 2006



Key features:14. Collaborative and cooperative

learning15. Scaffolding facilitates students

performing just beyond limits of ability (just right challenge)

16. Assessment is authentic and interwoven with teaching

Key features:14. Collaborative and cooperative

learning15. Scaffolding facilitates students

performing just beyond limits of ability (just right challenge)

16. Assessment is authentic and interwoven with teaching

Anita Hamilton 2006

Transformative LearningTransformative Learning

“A defining condition of being human is that we have to

understand the meaning of our experience” (Mezierow, 1997, p.5)

“A defining condition of being human is that we have to

understand the meaning of our experience” (Mezierow, 1997, p.5)

Anita Hamilton 2006


Involves a deep shift in consciousness: alters thought, feelings and actions

Leads to exploration of self, power relations, concept of power, race gender, class, social justice

Challenges beliefs and values

Involves a deep shift in consciousness: alters thought, feelings and actions

Leads to exploration of self, power relations, concept of power, race gender, class, social justice

Challenges beliefs and values

Anita Hamilton 2006


Approach to teaching Self-Reflective Facilitator Provocateur Not the font of knowledge Enable discourse “Just right challenge”

Approach to teaching Self-Reflective Facilitator Provocateur Not the font of knowledge Enable discourse “Just right challenge”

Anita Hamilton 2006


Role of the teacher:Establish an environment that builds

trust and care

Facilitates the development of sensitive relationships between learners

Teacher serves as a role model

Teacher demonstrates willingness to learn & change

Role of the teacher:Establish an environment that builds

trust and care

Facilitates the development of sensitive relationships between learners

Teacher serves as a role model

Teacher demonstrates willingness to learn & change

Anita Hamilton 2006

Summary of Transformative and Constructivist approachesSummary of Transformative

and Constructivist approaches

Critical reflection of self and curriculum

Discourse is a feature of curriculumAuthentic assessment tasksBoundaries of role (facilitator)Positive learning environmentsActively seeking feedback and using

it constructivelyBeing student-centered

Critical reflection of self and curriculum

Discourse is a feature of curriculumAuthentic assessment tasksBoundaries of role (facilitator)Positive learning environmentsActively seeking feedback and using

it constructivelyBeing student-centered

Anita Hamilton 2006

BibliographyBibliography

Australian Association of Occupational Therapists. (1999). Australian Competency Standards for Occupational Therapists in Mental Health. [Fitzroy, Vic.]: OT Australia - Australian Association of Occupational Therapists.

Biggs, J. B., & Society for Research into Higher Education. (2003). Teaching for quality learning at university : what the student does (2nd ed.). Buckingham ; Philadelphia, Pa.: Society for Research into Higher Education : Open University Press.

Australian Association of Occupational Therapists. (1999). Australian Competency Standards for Occupational Therapists in Mental Health. [Fitzroy, Vic.]: OT Australia - Australian Association of Occupational Therapists.

Biggs, J. B., & Society for Research into Higher Education. (2003). Teaching for quality learning at university : what the student does (2nd ed.). Buckingham ; Philadelphia, Pa.: Society for Research into Higher Education : Open University Press.

Anita Hamilton 2006


Costa, A. L. (2001). Developing minds : a resource book for teaching thinking (3rd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Characteristics of Constructivist Learning & Teaching http://www.cdli.ca/~elmurphy/emurphy/cle3.html accessed April 2005.

Costa, A. L. (2001). Developing minds : a resource book for teaching thinking (3rd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Characteristics of Constructivist Learning & Teaching http://www.cdli.ca/~elmurphy/emurphy/cle3.html accessed April 2005.

http://www.cdli.ca/~elmurphy/emurphy/cle3.html




Anita Hamilton 2006


Funderstanding, http://www.funderstanding.com/constructivism.cfm first accessed April 2005

Kief, C. A., & Scheerer, C. R. (2001). Clinical competencies in occupational therapy. Upper Saddle River, N.J.: Prentice Hall.

Funderstanding, http://www.funderstanding.com/constructivism.cfm first accessed April 2005

Kief, C. A., & Scheerer, C. R. (2001). Clinical competencies in occupational therapy. Upper Saddle River, N.J.: Prentice Hall.

http://www.funderstanding.com/constructivism.cfm




Anita Hamilton 2006


Lazear, D. G. (1999). Eight ways of knowing : teaching for multiple intelligences : a handbook of techniques for expanding intelligence (3rd ed.). Cheltenham, Vic.: Hawker Brownlow Education.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12.

Lazear, D. G. (1999). Eight ways of knowing : teaching for multiple intelligences : a handbook of techniques for expanding intelligence (3rd ed.). Cheltenham, Vic.: Hawker Brownlow Education.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12.

Anita Hamilton 2006


Napier-Tibere, B., & Haroun, L. (2003). Occupational therapy fieldwork survival guide : strategies for success. Philadelphia, PA: F.A. Davis.

World Federation of Occupational Therapists. (1998). Minimum standards for the education of occupational therapists. West Perth, W.A.: The Federation.

Napier-Tibere, B., & Haroun, L. (2003). Occupational therapy fieldwork survival guide : strategies for success. Philadelphia, PA: F.A. Davis.

World Federation of Occupational Therapists. (1998). Minimum standards for the education of occupational therapists. West Perth, W.A.: The Federation.

Anita Hamilton 2006

Zone of Proximal Development

student

metacognition

competenciesself-efficacy

Current zone of

functioning

Future zone of

functioning

•Scaffolded learning

•Guided participation

•Socially shared cognition

•Reflective practice

Pre-programme

OT programme Post-programme

Adapted from:http://www.aare.edu.au/01pap/men01511.htm