Transcript Supervision and Learning Styles

Supervision and Learning Styles
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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
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Supervision and Learning Styles
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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
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)
Exercise
What does supervision represent to
you?
Consider in terms of the following
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What it provides/offers
What is needed for its success
Models of Supervision
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Apprenticeship Models
Growth Models
Educational Models
(Alsop & Ryan 1996)
Styles of Supervision
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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.
Learning Styles
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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)
Learning Styles- Which are you?
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Activist
Pragmatist
Reflector
Theorist
Activist
Challenges, new experiences and
problems, excitement and freedom.
Activist
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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.
Pragmatist
Practical activities of immediate
relevance, practical solutions, getting on
with things.
Pragmatist
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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.
Reflector
Structure, opportunity to observe, with
time to reflect and think in a detailed
manner.
Reflector
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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’.
Theorist
Logical, rational structure, clear aims,
questioning on a theoretical level.
Theorist
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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.
Exercise
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Go to the area of the room which represents
your highest scoring learning style
Choose a partner from another area of the
room
Consider the positives and challenges of
working together
Consider possible strategies to enhance the
student learning process
Supervision/Learning Styles
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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.
Supervision/Learning Styles
To some degree students need to be
able to learn in all the different styles to
be effective.
Kolb's learning cycle
Concrete
Evidence
Reflective
Observations
Application of
Ideas
Abstract
Concepts and
Generalisations
Kolb's learning cycle
Concrete
Evidence
Activist
Reflector
Reflective
Observations
Application of
Ideas
Pragmatist
Theorist
Abstract
Concepts and
Generalisations
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.
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)
Formal Supervision - at prearranged times in quiet environment
4 main purposes:
 Reflection, feedback, dialogue
 Review of achievements
 Revision of learning contract
 Exploration of practice issues at deeper
level
Informal Supervision
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Takes place at any time
Before, during, after intervention
User input maybe appropriate
Allows for reflections immediately after
the event
Key Elements of Supervision
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Supportive, developmental, nonjudgemental
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
Supervision scenarios
Supervision Scenarios
Rules and ground rules
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Practical rules (no interruptions)
Issues addressed
How and when will work be reviewed
and evaluated
Contracting and organising supervision sessions
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Frequency
Length of time
Venue
Style
Format
Feedback
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Clear
Owned
Regular
Balanced
Specific
Objective
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)229236.
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)
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.