Learning Contract

Learning Contract Reflection (16/11/2021)

When first prompted to come up with a learning contract, I initially thought this was going to be busy work. As someone who functions with diligent organization and lists upon lists to multi-task, this was the first-time that I really sat down, slowed down, and thought about what my needs for INTAPT were and how the gaps in my own learning could be addressed.  When I started to think of objectives that I want to walk away with, I found myself surprised to use ‘knowledge, skills, and attitudes’ to convey what I am setting out to accomplish. I mulled over how many times I had made a presentation without paying particular attention to the objectives and recognizing now that they may have been more ‘goal’ statements rather than objectives at all. Once you see Krathwohl’s, Simpson’s, and Bloom’s taxonomy, you can’t ‘un-see’ it. In every new presentation and rounds lecture I have been to, I have been paying particular attention to the intent of the objectives, are they trying to improve my knowledge, skills, attitudes, or a mixture of the three? Moreover, is it a higher-order learning objective, or is it closer to a first level, back-to-basics objective? It is through the learning contract exercise that I have found myself questioning the objectives in my colleagues’ lectures, my own objectives in my presentations, and moreover, how I will use the learning contract objectives to be accountable to myself. The practice of objective setting is a skilled and deliberate act; it is one that I will carry with me in my future practice.

Revised Learning Contract Submission (16/11/2021)

Original Learning Contract Submission (26/10/2021)