Barbara Hooper, Maralynne D. Mitcham, Steven D. Taff, Pollie Price, Sheama Krishnagiri, Andrea Bilics; Energizing Occupation as the Center of Teaching and Learning. Am J Occup Ther 2015;69(Supplement_2):6912360010. https://doi.org/10.5014/ajot.2015.018242
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© 2020 American Occupational Therapy Association
The concept of occupation has experienced a renewal in the past 3 decades and is widely accepted as the core subject in occupational therapy. Professional education has a critical stewardship role in continually enhancing how occupation is taught and understood to enrich new occupational therapy practitioners' ability to grasp the purpose of the profession and reason clinically in complex practice environments. The authors discuss three questions that frame approaches educators can use to effectively centralize occupation in teaching and learning environments: (1) To what degree is a curriculum and its courses and class sessions subject centered? (2) To what degree do instructional processes create links to occupation? and (3) To what degree do instructional processes expose and promote complex ways of knowing needed for learning occupation? Keeping occupation in the foreground is important to facilitate new research, teaching methods, and curricular relevance to practice.
Do the curriculum, course, and class session objectives target students’ abilities to make connections to occupation?
What curricular, course, and class processes worked well to ensure students explicitly made those connections?
What curriculum, course, and class assessment strategies held students accountable for linking topics to occupation, not only learning discrete topics?
How might such connections and assessments of learning become even more explicit and focused on students’ ability to relate topics to occupation?
Condition A: Absent–unconnected
Condition B: Implicit–connected
Condition C: Explicit–integrated.
On a continuum from absolute to contextual, what views of knowledge are most commonly portrayed to students through assignments and assessment strategies?
To what degree do curriculum, course, and class session objectives require advanced ways of knowing?
To what degree are instructional processes consistent with challenging students toward views of knowledge as uncertain and tentative?
How are ways of knowing made explicit to students?
What strategies have been effective for moving students from absolute to contextual knowing?
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