Part 2 book “Teaching and learning in physical therapy – From classroom to clinic” has contents: Optimizing conditions for teaching and learning movement, facilitating behavior change, teaching and learning in the clinical setting - striving for excellence in clinical practice, and other contents. | 7 Systematic Effective Instruction 3 Adapting Instruction for Varied Audiences and Formats Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD CHAPTER OBJECTIVES ● After reading this chapter, the reader will be prepared to: Define the non-negotiable elements of systematic effective instruction. Apply the non-negotiable elements to a variety of presentation formats. ● Use the non-negotiable elements to problem solve a variety of common instructional mistakes. ● Identify additional variables that influence instructional design. ● Adapt presentations to meet the demands of various formats and time frames. ● STOP AND REFLECT What do you think of when you think about Teaching and Learning in Physical Therapy ? Consider the following: ● Who do physical therapists teach? ● What do physical therapists teach? ● Where do physical therapists teach? ● When do physical therapists teach? ● How do physical therapists teach? ● Why do physical therapists teach? In the introductory chapter, we asked you to “Stop and Reflect” on what you think of when you think about “Teaching and Learning in Physical Therapy.” From there, we explored what the learner brings to the learning situation and the characteristics of our learners, we examined the reflective process and discussed how to facilitate critical thinking on the part of our learners (students and patients), we described the structure and function of the brain and the implications of current brain research on teaching and learning, and we presented a systematic approach to designing effective teaching-learning situations. By now, you recognize the complexity of your role as an educator. You know that teaching is much more than simply telling your patients or audience what is important and expecting that they will learn it and remember it, or relying on the old mantra “show one, do one, teach one.” Teaching requires a systematic and comprehensive approach to understanding your learners, focusing .
