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Supervision and Learning Styles Outline of morning session: Cover the process of supervision in relation to learning styles Supervision scenarios Feedback and discussion on issues brought up during afternoon

Supervision and Learning Styles

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Supervision and Learning Styles. Outline of morning session: Cover the process of supervision in relation to learning styles Supervision scenarios Feedback and discussion on issues brought up during afternoon. Supervision and Learning Styles. - PowerPoint PPT Presentation

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Page 1: Supervision and Learning Styles

Supervision and Learning Styles

Outline of morning session:

Cover the process of supervision in relation to learning styles

Supervision scenariosFeedback and discussion on issues brought

up during afternoon

Page 2: Supervision and Learning Styles

Supervision and Learning Styles

Have an awareness of the process of supervision in relation to your learning style

Experienced supervision scenarios Received feedback and discussed issues

brought up during the morning Any other issues that arise for you can be

discussed at the end of the day

Page 3: Supervision and Learning Styles

Definition of Supervision

Supervision is a communication process between supervisor and student. The process enables the student to explore and increase knowledge and understanding of professional practice and to develop and apply Occupational Therapy skills and knowledge.

(COT 1993)

Page 4: Supervision and Learning Styles

Exercise

What does supervision represent to you?Consider in terms of the following

What it provides/offers What is needed for its success

Page 5: Supervision and Learning Styles

Models of Supervision

Apprenticeship Models Growth Models Educational Models (Alsop & Ryan 1996)

Page 6: Supervision and Learning Styles

Styles of Supervision

Practice Educators are likely to adopt a style of supervision which reflects their own learning style and/or the learning style promoted within the work place.

Student expectations of supervision can be influenced by their own style of learning and by previous work places/previous learning environments.

Page 7: Supervision and Learning Styles

Learning Styles

How we differ in our tendencies or preferences and approaches to learning and development, thought to be due to a mix of our personality and cognitive processes (or how we have learnt to learn).

(Fry et al 1999)

Page 8: Supervision and Learning Styles

Learning Styles- Which are you?

Activist Pragmatist Reflector Theorist

Page 9: Supervision and Learning Styles

Activist

Challenges, new experiences and problems, excitement and freedom.

Page 10: Supervision and Learning Styles

Activist

As an Educator in supervision we may naturally talk a great deal, come up with solutions for the student, expect them to learn just by ‘diving in and having a go’, be frustrated they seem to be at a slow pace.

As a student may want to ‘run before they can walk’, throw caution to the wind, talk a lot in supervision focusing on the short term superficial, rather than depth.

Page 11: Supervision and Learning Styles

Pragmatist

Practical activities of immediate relevance, practical solutions, getting on with things.

Page 12: Supervision and Learning Styles

Pragmatist

As an Educator in supervision may want a shorter time limit and be task focused rather than discussion focused.

As a student may focus on wanting to be shown/told what to do and allowed to get on with it, possibly with only superficial questioning/applying existing knowledge.

Page 13: Supervision and Learning Styles

Reflector

Structure, opportunity to observe, with time to reflect and think in a detailed manner.

Page 14: Supervision and Learning Styles

Reflector

As an Educator in supervision may ask lots of exploratory questions, want the student to think through thoughts and feelings, want to look at issues in detail.

As a student want to be allowed lots of thinking time, want to explore lots of options so can appear unfocused, ‘off at a tangent’, or don’t get round to ‘doing’.

Page 15: Supervision and Learning Styles

Theorist

Logical, rational structure, clear aims, questioning on a theoretical level.

Page 16: Supervision and Learning Styles

Theorist

As an Educator in supervision may want a logical structured approach, ask lots of in-depth theoretical questions, expect explicit links to theory.

As a student may ask lots of questions, find thinking creatively a challenge, may over actively pursue concrete or ‘black and white’ answers, want to increase their theoretical knowledge.

Page 17: Supervision and Learning Styles

Exercise

1. Go to the area of the room which represents your highest scoring learning style

2. Choose a partner from another area of the room

3. Consider the positives and challenges of working together

4. Consider possible strategies to enhance the student learning process

Page 18: Supervision and Learning Styles

Supervision/Learning Styles

If the educator's and student's learning styles are similar, all may go very well, but you may consider stretching the student and/or yourself by focusing on an aspect neither of you would naturally learn through.

If the educator's and student's learning styles are very different, but not acknowledged issues may arise.

Page 19: Supervision and Learning Styles

Supervision/Learning Styles

To some degree students need to be able to learn in all the different styles to

be effective.

Page 20: Supervision and Learning Styles

Kolb's learning cycle

Concrete Evidence

Reflective Observations

Abstract Concepts and

Generalisations

Application of Ideas

Page 21: Supervision and Learning Styles

Kolb's learning cycle

Concrete Evidence

Reflective Observations

Abstract Concepts and

Generalisations

Application of Ideas

Theorist

Activist Reflector

Pragmatist

Page 22: Supervision and Learning Styles

Supervision

Sometimes it can be useful to consider the challenges that students present in terms of their learning style being strong and weak in different areas. This can seem less of an attack on ‘personality’ and can promote a more constructive discussion.

Page 23: Supervision and Learning Styles

Supervision

Supervisors are usually expected to nurture personal and professional development and then judge the attainment of minimal standards and beyond.

(Illot and Murphy 1999)

Page 24: Supervision and Learning Styles

Formal Supervision - at pre-arranged times in quiet environment

4 main purposes: Reflection, feedback, dialogue Review of achievements Revision of learning contract Exploration of practice issues at deeper

level

Page 25: Supervision and Learning Styles

Informal Supervision

Takes place at any time Before, during, after intervention User input maybe appropriate Allows for reflections immediately after

the event

Page 26: Supervision and Learning Styles

Key Elements of Supervision

Supportive, developmental, non-judgemental

Led by supervisee where possible Opportunity for supervisee to reflect and

evaluate and share experiences Continuing process Supervisor to offer balance of support

and challenge

Page 27: Supervision and Learning Styles

Supervision scenarios

Supervision Scenarios

Page 28: Supervision and Learning Styles

Rules and ground rules

Practical rules (no interruptions) Issues addressed How and when will work be reviewed

and evaluated

Page 29: Supervision and Learning Styles

Contracting and organising supervision sessions

Frequency Length of time Venue Style Format

Page 30: Supervision and Learning Styles

Feedback

Clear Owned Regular Balanced Specific Objective

Page 31: Supervision and Learning Styles

References

Alsop, A. Ryan, S. (1996) Making the most of

Fieldwork Education British Journal of Occupational Therapy 58 (337-40)

Fisher, A Savin- Baden, m. (2002) Modernising Fieldwork Part 1: realising the Potential British Journal of Occupational Therapy 65 (5)229-236.

Higgs, J. Tichen, A. (2001) Rethinking the Practice-Knowledge Interface in an uncertain World: A Model for Practice Development. British Journal of Occupational 59(11)526-533

Hobson, S. et al (2001) Fieldwork Education Occupational Therapy News April (17)

Page 32: Supervision and Learning Styles

Cont...

Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part 2; The supervisee’s dilemma British Journal of Occupational Therapy 564 (11) (526-533)

Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part 3: Accommodating the Supervisor and the

Supervisee British Journal of Occupational Therapy 564 (11) 526-533

Whitcombe, S. (2001) Using Learning contracts in fieldwork education, the views of O.T. Students and those responsible for their supervision. British Journal of Occupational Therapy 64 (11) 552-557.