In this introductory workshop, you will explore how the Subject-centered Integrative Learning model (SCIL-OT) helps educators intentionally connect course topics, learning activities, assessments, and instructional choices to occupation—the central subject of OT education. You will learn to apply the SCIL-OT by evaluating and (re)designing a current learning assessment.
This is Level I in a developing series of increasingly extensive workshops and mentoring programs designed to support deeper implementation over time. Level I provides a strong conceptual foundation paired with immediate, hands‑on application.
What You Will Learn
By the end of this session, you will be able to:
- Describe the guiding principles and interconnections of the SCIL‑OT Model.
- Examine one of your own assignments or assessments using an occupation‑centered lens.
- Generate 1–2 targeted revisions that make occupation more visible, meaningful, and coherent for learners.
Please bring an assignment or assessment from one of your courses—you’ll actively work with it during the session.
What We’ll Explore
Through examples and discussion, we will examine:
- How learning context shapes learning
(SCIL Principle 1: the inseparability of context and educational design) - Why topics alone are insufficient
(Principle 2: topics must be anchored to a core subject to gain coherence) - How occupation transforms and gives meaning to topics
(Principle 3: reconstituting course topics around occupation) - How knowledge communities support identity formation and learning
(Principle 4: the role of clients, peers, educators, and community partners) - How to teach “on the lines”
(Principle 5: intentionally creating connections among students, topics, community, and occupation)
Who Should Attend
This session is ideal for:
- Occupational therapy educators at any level of experience who are new to or ready for a refresher on the SCIL‑OT model.
- Occupational therapy educators who have an assignment they sense could be more occupation‑centered and want practical ideas to refine it.
- Fieldwork and clinical educators who want to bring an explicit education model to their practice‑based teaching.
