Being able to see a river was really helpful in understanding how the Kawa Model could be used in a range of ways , compared with just seeing presentation slides about it .”
elements of the Kawa Model , such as what was happening to the flow of the water , or how the banks , driftwood and boulders changed the flow .
In each location , through questions and discussion , students were prompted to apply their observations to the Kawa Model and how this can be used in occupational therapy practice .
An inclement weather alternative , including video footage from each location , was also in place , to facilitate discussion and observation of the water flow in a classroom context if necessary .
Students gave good feedback regarding how the session had supported their learning . A word cloud was created , using their feedback , including : ‘ It was very helpful , I felt like I could relate better to the elements of Kawa by being there in the environment ’; and ‘ It helped make the analogy of Kawa come to life ’.
Tal et al ( 2019 ) report that outdoor learning benefits in cognitive , affective and social
Being able to see a river was really helpful in understanding how the Kawa Model could be used in a range of ways , compared with just seeing presentation slides about it .”
domains . While the outdoor session was designed with the intent to aid learning , additional benefits in the social and affective domains were also observed .
Travelling from one location to the next offered the opportunity for teaching staff to come alongside students and have a more extended conversation than would be possible
September 2023 OTnews 51