A reflection on using play to facilitate learning

International Practice Development Journal

Margaret Martin¹ 

[1] South Eastern Sydney Local Health District, Sydney, Australia;

关键词: we use the framework of CARE (a compound acronym of Capacity;    cApability;    collaboRation and culturE) to inform all aspects of work. The principles of practice development (Manley et al.;    2008) also inform our work;    a major focus of which is the use of coaching;    action learning sets and active learning techniques. The use of questions and questioning is key to these. These techniques are part of our person-centred approach to professional development and learning. This article describes my reflections;    using Gibbs’ model (1988);    on the development of a questioning tool aimed at enhancing learning through play. The tool is an origami ‘chatterbox’;    which was originally developed as part of a ‘poster’ presentation at the 2014 International Practice Development Conference in Toronto. Aims and objectives: This article aims to share a critical reflection on developing and using the chatterbox and to describe how this experience led to deeper reflections on the role of play in adult learning. Conclusions and implications for practice: The chatterbox has provided a simple and effective tool for introducing;    practising and reinforcing the use of enabling questions. Its development allowed the categorisation of enabling questions. Personal reflections undertaken as part of the development of the tool inspired me to explore the literature about the role of play in adult learning. It has implications for supporting the learning of people who are interested in using enabling questions;    Learning;    enabling;    questioning;    adult learning;    facilitation tool;    play;   

DOI  :  10.19043/ipdj.61.007

来源: DOAJ

【 授权许可】

Unknown