Worth the Hard Work

To plan out our teaching for our fieldwork this week, we had a whole day instructional design workshop activity. The instructional design comprises the objectives, content, strategies, and evaluation procedures of our teaching plan. Making an instructional design is not rocket science, but it sure is hard to do. It required me to think profoundly of my learners’ needs and preferences to guarantee that their learning of the activity our group chose would be efficient, effective, and appealing for our learners. Hence, it is critical in establishing our teaching session’s road to success.

It is a lot work for teachers and it also takes a lot of creativity, I must admit. But the payoff from doing an instructional design can be tremendous and the reward, not just for you but also for our clients, can be overwhelming. As an instructional is made to guarantee a valuable learning experience for each learner, the chance of its efficiency and effectiveness will surely be remarkable. As physical therapists, helping our clients make sense of extraneous information and skills will enable them to achieve their goal faster and easier. An instructional design guarantees that your teaching plan suits both the learner’s characteristics and environment. If these are the things that your instructional design can give you then making it is worth the hardwork.

The guidance and feedback given during the workshop was helpful as it facilitated our need for teachers who will tell us whether we are on the right track or not. I just did not expect for the workshop would require the final instructional design we are to use for our specific clients. Also, I was not quite prepared to make one for clients from the well population as I was previously told that I would be handling an individual pediatric client.

As a future physical therapist, directing a logical flow of teaching through the use of an instructional design makes the teaching and learning process easier for us and our clients. Doing so enables me to focus on my clients’ progress rather than seeking for alternatives as to how I can improve my teaching strategy.