OTH 355: Health Promotion and Education
Prior to Spring Break, our group assignment was to build a lesson plan for the Timbercreek apartment presentation.This was a seven-page template that we filled out which included our lesson title, our names, material/equipment list, and lesson plan body. We explained our 3 objectives and 1 goal. These are what we expect of the learner by the end of the session.
The Universal Intellectual Standard that best fits this lesson plan is clarity. The structure of this assignment required us as the educators of the session to organize the information that we wished to present. It keeps us on track as the teachers and most importantly establishes a document that is understandable and nothing is confusing about it. This lesson plan would be given to the Timbercreek coordinator. In the future, she or another person would be able to take the lesson plan and run the session. It must require all the information they need being as clear as possible.
OTs in clinical education write behavioral objectives; short-term goals which are oriented toward action and centered on the learner. These written objectives need to have clarity and be reached in short period of time given the client’s skills and abilities. OTs also write notes as well as plan or care and every good piece of documentation has clear points which we are learning throughout our OT education. The lesson plan objectives need performance, condition, and criterion. Another way to think about this is to ask, “who will do it, under what conditions, and how well?” Initially, our objectives were too broad and could not be measured in the time we were given. It is okay to reevaluate and keep writing goals as long as they fit the client and are logical.
OTH 355: Health Promotion and Education
Returning from Spring Break, we sprang into our Timbercreek apartment presentation on exercise with adults. Following our lesson plan, my group had a greeting, held a discussion on OT, precautions, exercise, and had a demonstration of exercises. It was a great experience. It only consisted of four female residence, but they were receptive. The coordinator and professor were also present and added to the discussion.
This was conditional reasoning. This type of reasoning is typically found in experienced OTs because it is a blend of all forms of reasoning. I feel that this activity required “planning in action” and thinking on your feet. My group had to respond as the session was occuring. We were not told about the space available (pragmatic), how many people were attending, what age, or what skill level they would be. So when we got there, it was some real time interaction (interactive) and modification to our plan. We also included discussion questions so what followed was dependent on the response of the residence. When we discussed what Occupation Therapy was, one resident elaborated about her background (narrative) and knowledge of OT almost to the point of what we were planning on presenting. Under the conditions, we agreed with her response and did our best to carry on with sharing information and not overlapping what was already said.
This learning activity will help me in the future to be more comfortable and prepared to shift my plan depending on the skills and knowledge of my client. I did not want to explain what OT was after they had just told me. It would appear as if I were not listening if I continued on my plan. Also, working together in a group, we were comfortable discussing and asking questions to the residence. I am a hands on and I initiated that it was time we picked up the food cans and did a little arm exercises and stretching. First however, we went through the precautions and the important content that we wanted to cover. Switching gears of the session kept the residence engaged and I think that was the fun part when we moved our arms and got on our feet and out of the chairs for a few minutes.