Students will need to identify the steps and cognitive skills required to complete an activity, justify why specified cognitive skills are necessary to complete an activity, and grade the activity demands up and down for individuals with varying degrees of cognitive impairment.

Speaker:

Amanda K. Giles, OTD, OTR/L, FAOTA

Multiple Means of Engagement describes options to capture and sustain students’ interest. To optimize persistence and self-regulation, learning activities must be personally meaningful and valued.

Multiple Means of Representation describes options for providing information to facilitate student knowledge acquisition and comprehension. Students receive content in varied ways that facilitate accessibility and success.

Multiple Means of Action and Expression describes options for students to demonstrate learning. This facilitates autonomy and creativity in learning as students are given varied means of communication and demonstration of learning.

Case-based learning describes instructional methods in which an expert describes experiences or cases, to assist others to learn and reason in similar situations. This allows novices to transfer the cases into knowledge that can be recalled and utilized in flexible ways. Cases allow a learner to assign meaning and context to a situation, facilitating problem-solving in similar or new situations. The cases are essentially expert advice framed as a story.

Universal Design for Learning (UDL) is an educational framework that provides a comprehensive structure for learning opportunities to meet diverse learning needs.

Cases have been carefully selected to allow faculty to bridge the gap between the didactic classroom and clinical experience for their students. Each case includes PDFs formatted to allow students to complete and return to their course instructor. Also included are examples for faculty to reference when choosing learning activities to assign to students.

Each of these 60 minute webinars were recorded live, during the summer of 2020, to help ICE Video subscribers optimize their subscription to meet the needs of both faculty and students during COVID-19.

This lesson plan is designed to improve client education interventions that align with the Universal Design for Learning (UDL) educational framework. Instructors are encouraged to view the UDL module in Tips for Teaching to apply the framework to their instruction of students.

The Occupational Therapy Practice Framework: Domain and Process, 3rd ed. (OTPF-III) is an official AOTA document that represents the core concepts of what occupational therapists know (domain of knowledge) and do (process of evaluation and intervention).

Speaker:

Melissa Turpin, OTD, OTR/L, CTP

Teaching Standardized Assessments for OT & PT.

This activity supports the requirements for:
ACOTE standards B.4.6, B.4.7, B.4.8, B.4.20, B.4.26, B.4.28, B.6.1

Speaker:

Melissa Turpin, OTD, OTR/L, CTP

Ben’s videos include great therapist interaction and modeling of therapeutic alliance. He shows some frustration at times which is important for students to problem-solve. Ben’s medical history is complicated and so an excellent case to introduce or reinforce systems review principles. He has many personal factors and environmental factors that students can connect to parts of the ICF model template. Ben’s young age and prior level of function are salient to the students and grab their attention.