Transcript Developing the Learning Contract

Developing the Learning
Contract
UW School of Social Work Field
Instructor Training
Competency Objectives:
• 1) Articulate the purpose and rationale behind
the Learning Contract
• 2) Describe ways to assess students for learning
activities that meet curriculum and competency
objectives;
• 3) Define and apply the elements of writing
behaviorally specific learning goals in the
contract;
• 4) Identify strategies for utilizing the learning
contract in ongoing supervision and evaluation.
PURPOSE OF THE LEARNING
CONTRACT
• Approved Contract is required for credit
• Documents three-way agreement between
student, agency and School
• Defines how the student will learn to apply
social work theories through practice
• Documents understanding field education
activities must relate to required Core
Competencies
Purpose, cont’d.
• Clarifies the professional Core
Competencies and related Practice
Behaviors students must demonstrate
• Stimulates discussion of student strengths,
goals, and learning styles
• Defines individualized, behaviorally
specific activities to build competencies
• Acknowledges risks of practicum
Review Contract Format
• New STAR contracts and evaluations that
are completed and submitted online
• Instructions about STAR access: UW Net
ID or Protect Net ID (Handout 1A)
– depts.washington.edu/sswweb/practicum/star
• Access STAR to review format:
– star.ssw.washington.edu
• Access sample Word Foundation Contract
(Handout 1B)
Agency and Student Info
Needed on Contract
•
•
•
•
•
•
•
Supervision days and times
Contact info for student, MSW PI, liaison
Credit plan for student
Practicum schedule
Activities under each Competency area
Acknowledgement of Risk Form
MSW PI to submit early in quarter for Field
Faculty Reviewand approval
Student Self-Assessment
• areas of social work in which they feel
strong, relevant experience, and personal
characteristics that will work to their
advantage in the agency setting;
• ways they learn best (see Module 3), and
• specific goals for field education which can
be met through agency activities.
Educational Assessment of
Students – Handout 1C
• Educational Inventory outlines areas for
discussion with student to help
individualize practicum, e.g.,
– Student life experiences and responsibilities
– Professional development skills
– Communication style
– Personal attributes and cultural background
– Student learning styles and patterns
– Interest in different agency opportunities
Learning Contract Objectives
• Review contract and competencies for
program level of student
(BASW/Foundation MSW or Advanced
MSW and Concentration)
• Develop agency activities tied to
curriculum objectives and each core
competency
• Each student’s needs and development is
different and requires individualization
BASW/Foundation:
•
•
•
•
Evidence-based generalist practice
Micro-mezzo-macro levels of practice
Professional history and identity
Orientation to strengths-based and
empowerment practice, cultural
competency, person-in-environment,
social justice and social change
• Ethical practice according to NASW Code
• Fit and niche of social work as a career
Advanced MSW:
• Further learning in social justice, policy,
research, micro/mezzo/macro practice,
professional development
• Development of autonomous practice
skills, using supervision effectively
• Development of an area of specialization
• Critical thinking, analysis, and leadership
skills for solving complex problems
WRITING CONTRACTS –
Handout 1D
• Learning Progression Theory:
– Cognitive, affective, and psychomotor
awareness and skills are developed in
sequence over time and with practice:
– Focus on concrete tasks evolves to more
abstract understanding of situations and
patterns, and ability to reflect and evaluate
– Increasingly able to manage complexity about
clients, social conditions, organizations, and
professional interventions.
DEVELOPMENTAL STAGES OF
LEARNING
• Bloom’s Taxonomy, 1984 (see handout)
• Classification system of learning
development:
1) Knowledge
2) Comprehension
3) Application
4) Analysis
5) Synthesis
6) Evaluation
Anderson’s Revised Classifications
(2001)
1) Remembering: Retrieving relevant knowledge from memory
2) Understanding: Constructing meaning from oral, written, messages
3) Applying: Carrying out or using a procedure through implementing
4) Analyzing: Breaking material into constituent parts, determining how
the parts relate to one another
5) Evaluating: Making judgments based on criteria and standards
6) Creating: Putting elements together to form a coherent whole
7) Metacognition: Awareness of own thinking patterns and ability to
resolve difficulties and problems in thinking
Use of Learning Classifications
• PIs and students should assess student
baseline competencies and behaviors
• Students may have different levels of
understanding and ability in each
competency
• Learning classifications help PIs use verbs
that more precisely acknowledge student’s
current abilities and define expectations
WRITING BEHAVIORALLY
SPECIFIC LEARNING ACTIVITIES
The A.B.C.D. method :
• Audience – tailor to student ability and
School expectations
• Behavior –What you expect students to
do – must be observable, measurable
• Condition – How and in what circumstances or context will learning occur?
• Degree –How much and to what level?
ABCD Objectives Example
• Audience: “Student will…
• Behavior: …teach parenting skills…
• Condition: …using Parent Effectiveness
Training model…
• Degree: …in two evening weekly groups
of five couples for ten sessions each”
Activity: Handout 1E-- Writing
Behaviorally Specific Activities
• Choose one or two competencies to
develop agency-specific activities that
support student development
• Activities must be specific, visible,
measurable. Measurements to be listed:
– Reports, documentation, journal entries
– Direct observation, presentations, tapes
– Discussion in supervision, team feedback
Challenges in Writing Objectives
• Sometimes difficult to precisely specify the
degree of mastery required;
• Affective objectives are difficult; emotions
are not easily quantified and must be
behaviorally expressed
• Specific verbs are needed to express the
desired behavior: not ‘work with’ or ‘attend’
but ‘conduct intakes’ or ‘observe, analyze’
Problems in Writing Objectives
• Too vast/complex:
– may need to be broken down
• No behavior to evaluate
– avoid terms like ‘understand’ or ‘learn’; find ways to
demonstrate learning
• Only topics are listed; conditions not
described
– Insure students understand how to perform an activity
– Set parameters for ways to approach a task
• Vague assignment outcomes
– Expectations need to be made clear
ACCESS Handout 1G
• Review Sample Foundation Competencies
and activities designed to support
competency development
• BASW/Foundation practicum requires
attention to professional development,
identity, and ethics as well as skills training
• Advanced Concentration practicum is
more specific to a field of practice; must
help student advance Core Competencies
Incorporating the Learning Contract
In Supervision:
• Insure student activities are following the
learning plan;
• Review how student is using the activities to
apply and practice classroom learning;
• Check whether activities assigned to the student
are challenging and helpful
• Insure learning activities are helping the student
develop and achieve required competencies
Incorporating the Learning Contract
In Feedback and Evaluation:
• Discuss student accomplishments and any
barriers to task completion
 Review how activities have improved the
student’s skills and competency;
 Determine further instruction needed for
success in activities;
 Provide specific feedback regarding
student performance and areas for growth