SIG 11 Perspectives Vol. 23, No. 3, October 2013
This issue of Perspectives addressed how scaffolded learning benefits novice clinicians, examined Anderson’s Continuum Model of Supervision, assessed graduate students’ self-perception of their readiness for the work place, described the application of adult experiential learning theory to the clinical supervision of graduate clinicians, and discussed the benefits of an interdisciplinary clinical approach to the supervisory process.
You will be able to:
- identify 2 principals of cognitive load theory applicable to clinical instructional theory and learning 2 strategies of scaffolding clinical learning
- list the 3 roles of supervision with Anderson’s Model of Supervision, identify at least 2 of the 4 sources that impact a person’s belief about his or her self-efficacy, and identify the most important factor to the “change process” of supervision
- discuss the 3 areas in need of further investigation based upon the results of surveys in Oswalt’s project
- state 4 of the 6 cognitive processes of the enhanced version of Bloom’s taxonomy and provide 4 types and degrees of knowledge
- identify 2 benefits and 2 disadvantages to using an interdisciplinary approach during the supervisory process
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