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Module 4 Activity - Creating Accomodations Using Learning Theory

Objective:

    1. Examine learning theories than can be applied to the teaching of health promotion behaviors
    2. Create accommodations and teaching strategies for a health promotion session based on learning theory

Instructors: Tana Brown, Karen Williams, and Diane Filion

Directions:

1. Go to http://tip.psychology.org/theories.html and read about the targeted theories.

2. Identify at least two theories to apply to your session topic. In small groups discuss the learning principles and how to apply them to your session topic. Think about how you would use the theory to teach the content and how you would make accommodations for people with psychiatric disabilities that have cognitive impairments.

3. Go to http://www.bu.edu/cpr/reasaccom/ and look at the information for educators. This web site can give you ideas of accommodations that others suggest or have used for people with psychiatric disabilities.

4. Post a summary of the two learning theories you selected. Provide a very brief synopsis of the theory, listing the primary principles. Explain how the theory is relevant to the target population and your session topic.

5. Use the learning theory and accommodation information generate 5 strategies that could be applied to your session topic. For each strategy provide a rationale. Be specific when relating the strategy to the topic.

6. Go to the discussion

7. Complete Group Member Evaluation

Evaluation Criteria

Tasks of assigned group leaders: Facilitate discussion and post the learning principles.

Evaluation of Creating intervention strategies based on learning theory and accommodation principles

Points Theory 1

Points
Theory 2
Theories selected are relevant 1 1
Principles of theory are accurately listed 1 1
Presents thoughtful argument of relevance of theory to target population (relates theory to cognitive characteristics of population)

4 = accurately identifies at least two specific cognitive characteristics of the population and describes how the learning theory chosen relates to those characteristics
3 = accurately identifies at least one specific cognitive characteristic of the population and describes how the learning theory chosen relates to that characteristic
2 = describes how the learning theory chosen is relevant to the cognitive characteristics of the population in an accurate but nonspecific way
1 = makes inaccurate statements about the cognitive characteristics of the population
0 = does not address relevance of theory to the population

 4 4
Presents thoughtful argument of relevance of theory to session topic

4 = accurately identifies at least two specific characteristics of the session topic and describes how the learning theory chosen relates to those characteristics
3 = accurately identifies at least one specific characteristic of the session topic and describes how the learning theory chosen relates to that characteristic
2 = describes how the learning theory chosen is relevant to the characteristics of the session topic in an accurate but nonspecific way
1 = makes inaccurate statements about the characteristics of the session topic
0 = does not address relevance of theory to the session topic

 4 4
Each of the 5 strategies will be graded individually with 4 points possible for each strategy.  

Presents well reasoned and practical application of a strategy to the session topic.

2 = strategy is described coherently and has direct application to the population and session topic. The strategy is practical and implementable.
1 = is clearly applicable to population and session topic or is practical and implementable but not both.
0 = is not applicable or practical.

 2

Rationale relates the strategy to learning theory.

2 = rationale provides a clear link to learning theory.
1 = rationale is weakly linked to learning theory.
0 = there is not clear link to learning theory.

 2
Total point for learning theory summary 20
Total points for strategies 4 X 5 strategies = 20
Total Points 40

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