Learning experiences frequently take place in natural settings (offices, clinics, schools) for students as well as new employees. Supervisors often find it difficult to plan for these learning experiences due to the unpredictable nature of work environments. In fact, the most salient challenge for supervisors is providing a sufficiently organized progression of experiences to substantiate student progress. The authors posit a theoretical, practical, and linguistic model to plan teaching-learning experiences. The model facilitates increased independence, the ability to handle increasingly complex cases, and consistent, efficient performance. Particular emphasis is given to language cues designed to assist learners toward independent practice. In fact, social interaction between supervisor and learner is the cornerstone of the model. The model also assists the supervisor in identifying learner strengths and areas for additional support. Future research pertaining to the model is discussed. In summary, the model is adaptable to various settings and time frames, allowing supervisors to remain intellectually engaged with the learner while practically engaged in day-to-day activities.
|Keywords:||Educational Planning, Progressing Student Learning, Linguistic Strategies, Experiential Learning|
Assistant Professor, Department of Physical Therapy, Bitonte College of Health and Human Services, Youngstown State University, Youngstown, Ohio, USA
Associate Professor, Department of Physical Therapy, Bitonte College of Health and Human Services, Youngstown State University, Youngstown, Ohio, USA
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