The four quadrant model of facilitated learning (Part 2)

Strategies and applications

Craig GREBER, Jenny Ziviani, Sylvia Rodger

Research output: Contribution to journalLetter

7 Citations (Scopus)

Abstract

Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two‐part presentation of the Four‐Quadrant Model of Facilitated Learning (4QM), a client‐centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible.

Original languageEnglish
Pages (from-to)40-48
Number of pages9
JournalAustralian Occupational Therapy Journal
Volume54
Issue numberS1
DOIs
Publication statusPublished - 2007
Externally publishedYes

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Learning
Occupational Therapy
Therapeutics

Cite this

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title = "The four quadrant model of facilitated learning (Part 2): Strategies and applications",
abstract = "Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two‐part presentation of the Four‐Quadrant Model of Facilitated Learning (4QM), a client‐centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible.",
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The four quadrant model of facilitated learning (Part 2) : Strategies and applications. / GREBER, Craig; Ziviani, Jenny; Rodger, Sylvia.

In: Australian Occupational Therapy Journal, Vol. 54, No. S1, 2007, p. 40-48.

Research output: Contribution to journalLetter

TY - JOUR

T1 - The four quadrant model of facilitated learning (Part 2)

T2 - Strategies and applications

AU - GREBER, Craig

AU - Ziviani, Jenny

AU - Rodger, Sylvia

PY - 2007

Y1 - 2007

N2 - Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two‐part presentation of the Four‐Quadrant Model of Facilitated Learning (4QM), a client‐centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible.

AB - Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two‐part presentation of the Four‐Quadrant Model of Facilitated Learning (4QM), a client‐centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible.

U2 - 10.1111/j.1440-1630.2007.00663.x

DO - 10.1111/j.1440-1630.2007.00663.x

M3 - Letter

VL - 54

SP - 40

EP - 48

JO - Australian Occupational Therapy Journal

JF - Australian Occupational Therapy Journal

SN - 0045-0766

IS - S1

ER -