Teaching Note—Social Work Week: Harnessing the Potential of Group Practice to Achieve Transformational Learning

Roberts, Amy Restorick; Sellers, Sherrill L.; Franks, Kelley; Nelson, Terri Spahr

doi:10.1080/10437797.2018.1434431

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…[5][6][7][8] Timm and colleagues highlight that "the internalization and ownership of knowledge gained through experiential, active learning allow the learning to be meaningful and long-lasting, and ultimately to assist in promoting effective social work practice". 2 Experiential learning also facilitates students' abilities to work in task groups, increase their confidence and appreciation of responsibility, [9][10] and develop their communication and organizational skills. These experiences provide students with the chance to actively control and engage with valuable learning opportunities, which ultimately enhances a variety of educational components.…”

Section: Experiential Learningmentioning

confidence: 99%

Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

Silverman

Friedman

Whiting-Smalls

et al. 2021

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The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.

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Section: Experiential Learningmentioning

confidence: 99%

Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

Silverman

Friedman

Whiting-Smalls

et al. 2021

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“…Furthermore, there is some literature that links team-based learning among nurses and midwives with higher engagement and development of the skills required for transformational learning (Dearnley et al, 2018). Intensive group work has also been used in the health sciences and social work to spur students to engage with one another while grappling with how the problems in their field interact with society (Green, 2019; Roberts et al, 2018). This suggests that teamwork combined with problem-solving as in the Hackathon may be an important route for bringing about transformative learning experiences, and this could be further explored in larger studies.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…Specific strategies for transformative learning include problem-based or collaborative learning (e.g., team-based learning), flipped classrooms, structured self-reflection, cultural experiences, and activities requiring evaluation of personal assumptions (Enkhtur & Yamamoto, 2017; Kasworm & Bowles, 2012; Loyens et al, 2015; Slavich & Zimbardo, 2012). These are thought to enhance transformative learning by providing opportunities to practice collaborative critical thinking and communication skills, problem solving, and self-awareness development (Roberts et al, 2018; Slavich & Zimbardo, 2012; White & Nitkin, 2014). Many of the strategies studied have emerged from contemporary educational settings—K–12, higher education, and adult learning.…”

mentioning

confidence: 99%

Employing Technology Industry Methods to Facilitate Transformative Learning Experiences in the Classroom: Insights From a Pilot

Shonkoff

Fitopoulos

Folta

2020

Pedagogy in Health Promotion

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High-impact, transformative educational practices change the way students see themselves and others, as well as impart knowledge. Practices from the technology industry may offer innovative strategies for fostering transformational learning experiences. We developed and implemented two innovation techniques—Hackathon and Innovation Time Off (ITO)—in a graduate course on social psychology and public health nutrition. The Hackathon occurred in the sixth and seventh weeks of the course; the last 4 weeks provided 10% of class time for ITO projects. All enrolled students participated in the pilot study ( n = 6; M age = 27.5 years; 83% female; 67% White) and completed reflection papers during the final exam period. Student learning was assessed from these reflection papers using a rubric for transformative versus nontransformative changes in five areas: confidence, pride, skills, perspective, and identity. Student responses revealed transformative changes in perspective ( n = 7). Additionally, nontransformative changes were found in confidence ( n = 1), identity ( n = 2), perspective ( n = 4), and skills ( n = 9). This pilot work suggests that the Hackathon and ITO contributed to perceived skill-building in problem-solving and teamwork, and the Hackathon may have led to transformative changes in perspective; ITO may not be appropriate for learners who need structure; high confidence remained unchanged; and these strategies are likely to be feasible and replicable.

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Storytelling for Festival Experiences: A Teaching and Learning Note for the Special Issue, Festivals and Storytelling

Wyatt

2024

Event Management

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For event management success, event management students must understand and develop skills relating to storyline development for festival (and event) experiences. However, as this teaching and learning note explains, students may not be fully developing their theoretical understanding and how to apply that understanding in practice due to their growing reliance on non-academic online resources. Teaching notes offer practical guidance for delivering and teaching various topics, but are not often directed towards students. This article adapts the traditional teaching note to highlight this issue and offers a dual teaching and learning note to better support student learning and skills development.

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Teaching Note—Social Work Week: Harnessing the Potential of Group Practice to Achieve Transformational Learning

Cited by 4 publications

References 11 publications

Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

Employing Technology Industry Methods to Facilitate Transformative Learning Experiences in the Classroom: Insights From a Pilot

Storytelling for Festival Experiences: A Teaching and Learning Note for the Special Issue, Festivals and Storytelling

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