Achieving Curricular Themes Through Learner-Centered Teaching

Abstract

This paper focuses on the use of the four specific learner-centered teaching approaches: service-learning, learning through discussion, team-based learning, and a structured research course sequence in an occupational therapy curriculum. These methods are used to develop the four curriculum themes of engagement, critical thinking, innovations in practice, and clinical reasoning. The outcome of these approaches has been that students have taken more responsibility for their learning and shown increased maturity while promoting faculty creativity. Additionally, students have developed skills and interests in social and community engagement, and have sought jobs in community-based practice areas.

Helping Hands for Healthy Living: A Collaborative Service Learning Project with Occupational and Physical Therapy Students

“…Many authors have reported increased student creativity, problem-solving skills, and participation in social and political advocacy for disadvantaged populations (Gitlow & Flecky, 2005;Gupta, 2006;Hansen et al, 2007, Kramer et al, 2007, Raiz, 2007. Others have reported that students move from a perspective of giving as a civic duty to one that explores the underlying causes of social problems (Mezirow, 1990).…”

“…Other service-learning courses have engaged OT students in community projects to expand outdoor play curriculum for preschoolers (Kramer, Ideishi, Kearney et al, 2007), to investigate accessibility issues of persons with disabilities who participated in community arts venues (Gitlow & Flecky, 2005), and to provide services at a homeless shelter and for at-risk youth attending an urban after-school program (Raiz, 2007). As a result of these experiences, students reported: (1) an increased level of comfort in entering unfamiliar communities, (2) a better understanding for the complexity of social and cultural issues, (3) confidence in working with clients from diverse backgrounds, (4) an improved ability to advocate for people with disabilities, and (5) enhanced creativity and clinical reasoning skills.…”

The Path to Student-Centered Teaching in Gerontology and Geriatrics

“…Other techniques and approaches have emerged as well. Hands-on approaches include service learning, learning through discussion, team-based learning, and structured research (Kramer et al, 2007). Approaches that do not engage the student face-to-face have also been successful such as online WebQuests and discussion boards (Tompkins & Weinreich, 2007;Weinreich, 2007).…”

“…In addition to "traditional" didactic relationships-that of lecturer and note taker-students may also participate in active leaming and student-centered educational activities. The distinction between the two is: active leaming engages the student in skills practice, student-centered teaching causes renegotiation of the instmctor-student relationship (Kramer et al, 2007). With active leaming the instmctor demonstrates a technique that is then imitated and practiced by the student.…”

Impact of the Rigorous Curriculum Design for Project-Based Learning Implementation on Middle School Students’ Science Achievement and MAP Progress

“…Following the lead of countries with innovative-based economies and educational approaches such as Finland (Finnish National Board of Education, 2016; Lederman et al, 2019) a viable cohesive, and sustainable curriculum centralized around project-based learning (PBL) is one of these approaches that is implemented. It focuses pedagogically on how rather than what, students are learning (Kramer et al, 2007). In addition, it allows students to be engaged in relevant (Goh & Dimmock, 2011;Jamhari et al, 2018;Ponnusamy & Gopinathan, 2013).…”