Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi, Samantha

doi:10.1080/08841233.2011.614205

Cited by 28 publications

(23 citation statements)

References 25 publications

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“…(Bozalek & Biersteker, 2010;Lee & Fortune, 2013;Norton, Russell, Wisner & Uriarte, 2011;Wehbi & Strake, 2011). Examples of transformative and experiential learning methods are reflection and reflexive exercises (Mezirow, 1997;Wehbi, 2011). These exercises have been extolled as being central to social work education for promoting deep (and new) learning and critical thinking skills (Hinett, 2001;Hussain, Mehmood & Sultana, 2011;Ringel, 2003).…”

Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…Simulation is also ideally placed to allow ‘students to experience critical events in a safe environment’ (Nimmagadda and Murphy, , p. 540). Additionally, it is useful to consider the debate on simulation and experiential learning via Gitterman's () judgement that ‘we must recognise that much important learning is ‘caught’ not ‘taught” (p. 110) and view it as an effective way to balance ‘content’ and ‘process’ (Wehbi, ).…”

Section: Simulations and Serious Gamesmentioning

confidence: 97%

‘Rosie 2’ A Child Protection Simulation: Perspectives on Neglect and the ‘Unconscious At Work’

et al. 2015

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Neglect is the most common category for abuse of children under one. It is prevalent in large families; where there is a mother with low self‐esteem and frequent changes of partner. Because neglect is difficult to work with, the Centre for Child Protection at the University of Kent has developed a child protection simulation – ‘Rosie 2’ – which is designed to train child protection professionals. It follows a social worker and health visitor on a virtual home visit to a family where neglect is a significant concern, and offers a safe opportunity to explore practice options. A small‐scale research project has been conducted whereby highly sensitive eye tracker technology and facial recognition software were used to examine the emotional responses exhibited by social workers and health visitors during this ‘virtual visit’. The results indicate that the prevailing emotion exhibited by the professional group showed a ‘neutral’ response. There were significant differences between the groups, with health visitors displaying more sadness, and social workers demonstrating greater surprise and disgust. The article discusses these findings in the context of debates on compassion fatigue and emotional response within child protection. We conclude by discussing how the findings can enhance professionals' supervision. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Messages Neglect is a chronic problem in some families and can have long‐term effects on practitioners including burnout, compassion fatigue and secondary trauma. Simulations can provide immersive, realistic environments for child protection training and ‘Rosie 2’ has been developed for this purpose. Eye tracker technology coupled with simulations can provide insight into the unconscious emotional impact on practitioners of child protection work. This can potentially support and inform supervision.

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“…They emphasised, however, that Social Work lecturers do not have any formal training in facilitation of learning and that this limitation might affect teaching and learning (see also Teater, 2011 In their narratives lecturers expanded on the teaching methods they used: small group discussions; peer assessment and feedback; didactic methods; and issue/problem learning materials such as newspaper articles and case studies. In her research Wehbi (2011) found that in-class teaching methods such as drama, video-making, games and simulation exercises enhanced students' critical thinking skills and that students felt empowered and motivated.…”

Section: Theme 4: Strategies For Facilitation Of Learning (Students Amentioning

confidence: 98%

“…Student participants did not approve of the way some lecturers used PowerPoint presentations, although they did appreciate the mode of facilitation in itself. Teater (2011:576) asserts that though some social work educators still found that didactic or content-dri en teaching pro ided "better knowledge gain for students", there is a body of knowledge attesting to the value of constructivist teaching benefits for students (Sieminski & Seden, 2011;Tuchman & Lalane, 2011;Wehbi, 2011). Gitterman (in Teater, 2011) states that didactic methods enforced the dichotomy between theory and practice, and Wehbi (2011) found that constructivist teaching methods increased information retention.…”

Section: Theme 4: Strategies For Facilitation Of Learning (Students Amentioning

confidence: 99%

Integration of Theory and Practice in Social Work: Challenges and Triumphs

Carelse

Dykes

2014

Social Work

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Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Cited by 28 publications

References 25 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

‘Rosie 2’ A Child Protection Simulation: Perspectives on Neglect and the ‘Unconscious At Work’

Integration of Theory and Practice in Social Work: Challenges and Triumphs

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