Chlo Williams

O.T. 6389 Page 1 of 2

INTRODUCTORY DISCUSSION WITH YOUR FW EDUCATOR

Complete this worksheet before you begin your Fieldwork experience, and discuss it with
your fieldwork educator on the first day of fieldwork.

The purpose of this discussion is to:

Familiarize your fieldwork educator with your educational program,
Come to a common understanding about the knowledge and skills you have learned
and will learn, and
Help facilitate a fieldwork experience which has links to your classroom education.

1. LEARNING STYLE: Describe your learning style and identify characteristics of the
learning environment that support your best learning.
Learning by doing is my preferred way of retaining knowledge. In a fieldwork setting, I will
be able to keep up with the incoming information most efficiently by writing things down
whenever possible, and by practicing when given the opportunity. With receiving constructive
feedback, it is also most helpful for me to see the areas on which I should improve, and
practice whenever I have the chance to. When I begin fieldwork, I know that itll be helpful for
me if my fieldwork educator can convey detailed information in a practical, concrete, and
sequential way. I understand that ambiguity and abstraction exist in this profession, but the
more concrete and applicable the information, the easier it is for me to understand.

2. ACADEMIC PREPARATION: Describe any prior learning or professional experiences

related to the current setting.
I have experience working for 2 consecutive years at a school for children with disabilities that
ranged from pre-school age to high school age. For both years, I worked with children aged 3-5,
aiding them in eating, grooming, and other activities of daily living. I assisted occupational and
physical therapist with improving safe mobility and physical function through play, leisure,
and educational activities. Lastly, I assisted the teacher in improving mental capacity and
comprehension through implementing constructive and engaging lesson plans.

3. PROFESSIONAL BEHAVIORS: After reviewing the course objectives for O.T and your
professional ratings from previous semesters, list at least two strengths you bring to
fieldwork and at least two areas for professional development during fieldwork.

Strengths
Organization, structure, order.

Relational (important for both peers and clients), client-centered.

Areas for professional development

Chlo Williams
O.T. 6389 Page 2 of 2

School-based/pediatric specific skills treatment planning, use of evaluations and

assessments, developmental milestones.

School-based OT terminology such as IEPs, and documentation requirements for

billing purposes.

4. OBJECTIVES: After reviewing the course objectives, the Evaluation Form and your
assessment of your strengths and areas for professional development, develop three
learning objectives on which to focus during this fieldwork experience. These objectives
should emphasize the outcome you hope to achieve by the end of the clinical experiences.
Write your objectives as measurable goals.

a. To demonstrate an understanding of the role of OT in school settings to facilitate

increased independence with play, social interaction, positive mental health, and completion of
basic ADLs.

b. To demonstrate an understanding of standardized assessments used in school-based

settings by facilitating/observing the facilitation of an assessment.

c. To demonstrate an understanding of patient progress reports by completing SOAP notes

on treatment sessions with minimum error or need for additional information.

We have had an introductory discussion which included an overview of the students

academic preparation, learning style, professional behavior strengths and areas for
development, and objectives.

Students signature: __________________________________________

Fieldwork Educators signature: ________________________________

Padilla, R., Bilics, A., Blum, J. C., Bohr, P. C., Coyne, J. C., Gupta, J., . . . Harvison, N.
(2009). Scholarship in Occupational Therapy In. American Journal of Occupational
Therapy, 63(6), 790-796.