Outline

Overview

Whether in working in partnership with one person or a group of people, teaching and learning is a fundamental, collaborative process applicable to all areas of occupational therapy practice. The unit applies principles of evidence based practice in relation to teaching and learning in occupational therapy. Students will develop proficiency using a range of processes to facilitate people's engagement in activities and routines in everyday life. In doing so, students will answer the following questions: How do I help people learn to perform activities and develop new routines where they live, work and play? What specific methods do I use to foster learning within different contexts? How do I best consider the learning process for persons with or without health conditions?

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ryan Chen, ryan.chen@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Instructional planning Written examination (online)	50%	Formal exam period	2 hours
Outcomes assessed:
Small continuous assessment	Self-directed learning portfolio Written assessment (pair and individual work).	50%	Multiple weeks	equiv. 3000 words
Outcomes assessed:
= group assignment ? = Type B final exam ?

Assessment summary

Self-directed learning portfolio: Students will work in pairs for the first three learning tasks, and individually for rest, to develop instructional plans by using referral data, occupational inventory, and visual stimulus (videotapes), on five people with various physical, developmental, mental, and occupational disorders who have been referred for occupational therapy. All five self-directed learning tasks must be submitted to pass the UoS.
Exam: instructional planning: This exam will involve concepts learnt during this UoS and applying them to a case study.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	The student has provided a comprehensive and insightful response to this task. Each section of the instruction plan is well linked and justified with evidence. The instruction is highly tailored to the client’s needs.
Distinction	75 - 84	The student has clearly understood the content. The instruction plan is well-justified with evidence.
Credit	65 - 74	The student has made a reasonable attempt at the task and a clear understanding of the content. Minimal justification present.
Pass	50 - 64	The student has completed the task but the work shows evidence of basic understanding of the content.
Fail	0 - 49	The student has failed to complete the learning task OR handed in only a token effort OR showed little understanding of the content OR there is evidence of copying from another student’s work.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A date and time has been set for receipt of your assignment. If you submit your assignment after the due time/date has passed, marks will be deducted for lateness. A penalty of 5% per day for each calendar day overdue (starting with 1 minute late), up to calendar 10 days late. More than 10 days will not be marked – mark = 0%.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Intro to OCCP1098 2. Review of OCCP1096 & 1097 3. What is teaching for OT? 4. Identifying learning needs	Lecture (2 hr)
Week 02	1. Identifying learning needs 2. Modifying tasks and changing environment	Lecture (2 hr)
Week 02	Group-based learning: Identifying learning needs	Tutorial (1 hr)
Week 03	1. Consultation 2. Learning theories	Lecture (2 hr)
Week 03	Self-directed learning task 1	Tutorial (1 hr)
Week 04	1. Goal setting (SMART) 2. Goal setting (GAS)	Lecture (2 hr)
Week 04	Goal-based learning: Goal setting	Tutorial (1 hr)
Week 05	1. Stage of learning 2. Principles of instruction	Lecture (2 hr)
Week 05	Self-directed learning task 2	Tutorial (1 hr)
Week 06	Instruction strategy 1: principles and application of cues	Lecture (2 hr)
Week 06	Group-based learning: Application of cues	Tutorial (1 hr)
Week 07	Instruction strategy 2: principles and application of prompts	Lecture (2 hr)
Week 07	Self-directed learning task 3	Tutorial (1 hr)
Week 08	1. Instruction strategy 3: grading and chaining 2. Instruction strategy 4: Practice and variation	Lecture (2 hr)
Week 08	Group-based learning: Grading and practice	Tutorial (1 hr)
Week 09	1. Instruction strategy 5: Feedback and shaping 2. Outcome evaluation	Lecture (2 hr)
Week 09	Self-directed learning task 4	Tutorial (1 hr)
Week 10	Evidence-based practice	Lecture (2 hr)
Week 10	Group-based learning: Feedback and evaluation	Tutorial (1 hr)
Week 11	1. Promoting participation – An example from the Sydney Playground Project 2. Instruction planning: A summary	Lecture (2 hr)
Week 11	Self-directed learning task 5	Tutorial (1 hr)
Week 12	Exam preparation	Lecture (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials. This unit consists of 2 hours in online lectures (including a workshop session) related to teaching and learning principles and practices. Students are encouraged to ask questions throughout the sessions. Opportunities to apply concepts will be provided a number of times during each lecture. You are strongly advised to attend and actively participate.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are no required texts for this UoS. You will be directed to recommended reading and references which may include the following:

Brentnall, J, & Bundy, A.C. (2012) Ch. 22. Consultation. In S. Lane & A.C. Bundy (Eds). Kids can be kids: A childhood occupations approach. Philadelphia: F.A. Davis.

Boyt Schell, B.A., & Gillen, G. (2019). Willard and Spackman’s occupational therapy (13th ed.). Philadelphia: Lippincott Williams & Wilkins.

· Chapter 27: Overview of the occupational therapy process and outcomes

· Chapter 28: Evaluating clients

· Chapter 30: Occupational therapy interventions for individuals

· Chapter 32: Educating clients

· Chapter 33: Modifying performance contexts

· Chapter 34: Professional reasoning in practice

· Chapter 35: Evidence-based practice: Integrating evidence to inform practice

· Chapter 48: Principles of learning and behavior change

· Chapter 49: Introduction to evaluation, intervention and outcomes for occupations

· Chapter 73: Consulting as an occupational therapy practitioner

Richardson, P., & McLaughlin, R. (2018). Ch. 7. Teaching activities in occupational therapy. In H.M. Pendleton & W. Schultz-Krohn (Eds). Pedretti’s Occupational Therapy: Practice Skills for Physical Dysfunction (8th Ed.). St. Louis, Missouri: Mosby, Inc.

Schein, E.H. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley Longman, Inc.

Radomski, M.V. & Trombly Larham, C.A. (2014). Occupational therapy for physical dysfunction (7th ed.). Baltimore: Lippincott Williams & Wilkins.

· Chapter 2: Practical foundations for practice: Planning, guiding, documenting, and reflecting

· Chapter 13: Learning

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. describe the principles of learning and teaching
LO2. develop meaningful occupation-focused goals in collaboration with clients
LO3. implement teaching strategies, grading, and modes of instruction that cater to the individual needs and goals of the client
LO4. justify choice for teaching practice with reference to various learning theories
LO5. understand the evidence for learning and teaching outcomes
LO6. recognise when teaching is the appropriate tool to implement, and when helping another to identify problems and solutions is the best approach and act accordingly.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 2. Knowledge and learning
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2. Knowledge and learning 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice
	Australian occupational therapy competency standards 2018 - 2. Knowledge and learning 3. Occupational therapy process and practice

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No significant changes have been made since this unit was last offered.

Additional information

Student Administration Manual on the Faculty of Health Sciences

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1098: Teaching Occupations and Performance

Semester 2, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect