The Lasso of Learning: Chronicles of a School-Based OT

Tools for empowering OTs to channel their inner educator voice

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  • The Game

    Overcoming Challenges in Blended Courses

    Today was the day that all Ohio State fans wait for each year. The Game…also known as the Greatest Rivalry of All Time. It’s a big deal in the Midwest, a very big deal. So much so that you can go practically anywhere in the United States and shout out the letters “O-H,” and I guarantee that someone else will shout out the rest (IFYKYK). So why am I telling you all this? Well, first, it’s important stuff, right? You have these 2 teams, facing one of the most significant challenges of their college season, battling for bragging rights and a spot to move forward. Ohio State defeated Xichigan today, 27-9, and are now advancing to the Big Ten Championship game. This day is stressful for fans because, even though we are undefeated so far this season, this is the game that matters above everything else. And we have sadly not won in the last 4 years, despite being the 2024 National Champions. So yes, today was nothing short of amazing…a great day in Buckeye Nation! And a huge congratulations goes out to those young men who played their hearts out, and their coaching staff, who led them to victory. Until next year TTUN…

    And alas, I can begin my own journey of facing challenges. My Buckeyes have encouraged me to embrace something that has given me a world of frustration, much like listening to Xichigan fans live in the past (we won, it’s a new day)…the dreaded blended course. What exactly is a blended course, you ask? It’s a type of curriculum instruction that involves educators using technology-based or virtual platforms alongside in-person learning. The state of Ohio has recognized the blended learning model since 2012, but the onset of the COVID-19 global pandemic during the 2020-2021 academic year rapidly changed educational approaches and increased its usage for student instruction (ODE, 2024). We were all thrust into this type of learning platform, whether or not we knew what we were doing. It was difficult, and honestly, it still is. The district where I am employed still has a virtual school, where I provide occupational therapy services to enrolled students. Now this is not a new concept, so I am not going to act as if I am reinventing the wheel, but I have learned a thing or two after providing this type of service delivery.

    The first thing that I have learned is that it is not all bad. It forces me to think outside my comfort zone and come up with new ways to teach students. I try to learn their interests and dislikes, and it gives me a glimpse into their home life so that I can try to integrate myself into their world. I create learning packets based on their goals and either snail-mail or hand-deliver them to their homes, using some of the same materials I would use if they were completing in-person learning. I use my Google Classroom to provide instructions and to let them know what supplies they will need when they log in virtually. I try to give parents or caregivers as much detail and information as possible, because ultimately, they are the ones completing the hands-on techniques I would normally do.

    The second thing I have learned is that there are many online resources available for virtual learning platforms. If you can learn to use Google Applications, you are already making progress, because these applications allow you to teach both virtually and in person and support blended learning. Some sites require memberships, but most provide some sort of free access to content. But be cautious and pay attention to those terms, because there were definitely some sites that got me after that free trial ended. If you do not plan on using them regularly, CANCEL THEM!! Those membership fees can add up. Here are some of the sites that I’ve found helpful:

    ABCya

    Education.com

    Tools To Grow

    YouTube

    Createprintables.com

    The OT Toolbox

    PBSkids

    Canva

    Kahoot

    Quizlet

    All Google Applications (Docs, Classroom, Sheets, Slides, Forms, etc.)

    And the last thing I have learned is that if you design your curriculum appropriately, it can be delivered through any platform, whether virtual, in-person, or blended. I have branched out this semester from teaching my school-aged kiddos virtually to incorporating a blended learning course for my graduate-level students, whom I precept throughout the year. This is a new concept for me, but I am learning as I go. It’s helpful because, depending on the type of graduate student I have (Level I, Level II, or Capstone), I can adjust my course based on their needs. Capstone students may not be physically present with me daily, so the blended course provides a means for us to keep constant communication.

    Thus far, I have learned that I should have trialed some of the online tools a little more before I tried to integrate them all at once. I was not well-versed in them, so I could not expect grad students to be either. For instance, I tried using Edpuzzle and Pearltrees, both great platforms for blended learning. However, I just “learned” these tools, and I say that facetiously, so I have no idea what I was thinking trying to go full-on tech wiz and use both…sigh. A big error, but one that I can hold my head up high and say that I tried. I will continue to try, though, because I actually really like those platforms; I just need to get better at using them. If you have any tips or ways that you have used either, please share! I am relatively good with Canva, which is what I should’ve stuck to. There are still so many features on Canva that I am not as familiar with, but for me, this has been my constant go-to for blended learning because you can customize it based on what you need or use the templates that are already available.

    Overall, designing a blended course was actually fun, despite the challenges I faced. Clearly, this is something that I will continue to tweak every year so that I can improve, and ultimately be the baddie blended course creator that I know I am;-) I am currently making changes to create a separate course that uses what I already designed for grad students for other OT preceptors who want to use this type of platform. Any kind of virtual learning can be challenging, no matter who the audience is. I have learned this firsthand, from teaching my school-age children to my graduate-level students. However, now that I have taken on this challenge, I am becoming more and more comfortable learning new tools and less afraid of technology.

    References

    Ohio Department of Workforce and Education. (2024). Blended learning guidance. Retrieved November 29, 2025, from https://education.ohio.gov/Administrators/Education-Delivery-Models/Blended-Learning-Guidance#:~:text=Blended%20learning%20is%20the%20delivery,using%20a%20blended%20learning%20model. 

  • The Greatest Storyteller of All Time

    A Tale of Digital Storytelling

    Hello all…it’s me, Sheron, back again to weave together a marvelous tale of how my digital storytelling experience went. What is digital storytelling, you ask? Well let me explain, as I too, had to learn about this new age way of using technology to narrate. Basically, digital storytelling allows one to recreate, or tell a story to present information. It’s actually pretty cool, if you know what you’re doing. It’s very “not cool” if you are clueless…;) Either way, it is a learning experience, and educators, or anyone for that matter, can learn how to be creative with an engaging way to showcase information to an audience.

    It all started with a classroom assignment on BYOD, or “bring your own device.” Now this can be a great thing, and is actually implemented in so many different learning experiences that I have been part of. I have attended continuing education events and professional development courses where it was expected that we bring a laptop or tablet. I have taught lessons in which I expected my students to use their own devices in some way. For example, I am a Kahoot girlie, and love posing questions to my students on this platform. It engages them and provides a layer of fun to start with. I also use this platform for icebreakers when I lead an education platform for my adult learners. Now while I love the concept of BYOD, I always have to be mindful of the audience, to ensure accessibility, as everyone may not have a compatible device. This is why I love the district where I work, because we provide Google Chromebooks for all students, and a district-appointed laptop for all student teachers and clinical students. This definitely makes life easier for me, and it keeps things safe, secure, and confidential.

    While I am not opposed to students using their personal phones or tablets, whether they are our K-8 students or the graduate level students whom I precept, I do try to emphasize discretion and making sure that they are not inputting confidential information (i.e., full names or ID numbers). This is not always feasible for me to monitor, so I definitely prefer for the approved devices to be used. But I digress, because I quickly learned that sometimes a smartphone is needed for specific tasks. So, alas, I delve into how this relates to digital storytelling.

    So when I precept my graduate students, I assign various assignments and projects throughout their time with me. I don’t like to give busy work, so each task they are assigned has a purpose, and all can or will be used to provide instruction to our K-8 kiddos throughout their 12-week/1-semester term with me. One of my assignments involves grad students using technology apps to create a lesson instruction using digital storytelling. So they actually have to “teach” or “introduce” a skill that will be used as an intervention or teaching strategy. Honestly, I learn more from my grad students than anything I could’ve ever found online. They are way more tech-savvy than I am and often have the coolest, most creative ideas. These lovely, young Gen Z students, with their technology-enhanced thinking, informed me that some things are just easier to do using their smartphones, especially when it came to creating videos for digital storytelling. All I can do is soak in their knowledge on a topic that is new to me, and somehow so much easier for them to learn. And while I was skeptical about this as an assignment, dare I say that I learned something new, and my grad students thought it was fun to do.

    The moral of the story is that if you want to try something new and innovative, try adding digital storytelling to your instruction plan. My personal favorite platform to use is Canva. First, Canva is free for educators, but if you’re feeling fancy, you can upgrade to the premium package to access more content. Second, it is very beginner-friendly…trust me…I knew absolutely nothing, but was able to navigate through the digital storytelling templates to create something simple. And lastly, Canva creations can be easily downloaded and shared in Google Classroom, which comes in handy for me because I use my Google Classroom all of the time. I hope that this has shed a little light on digital storytelling…it’s not so bad. What type of platforms do you all use for digital storytelling? I can’t wait to hear from you!

  • ePortfolios…What’s that all about?

    I have been hearing and seeing a lot about educators having ePortfolios, and I wondered what the point of it all was. Well, fast-forward: Here I am taking a course for my doctorate program, and one of our modules is talking about this very same thing—go figure! So now, I ironically have no choice but to learn about this world of technology and use a digital platform to add to my curriculum designs and lesson plans. But here’s the thing- I am far from tech savvy, and this is all new to me. I have dabbled in technology, but using so many “uncommon” ones that are not part of Google platforms and Canva has me shaking in my boots. Even Canva is fairly new to me and has so many different tools that I have yet to master. But I digress, because since I have to learn it, I think that it’s a great idea for you all to learn it with me. Laugh at my pain, please, and bear with me as I try to navigate new learning tools into my everyday practice, and journal it through my ePortfolio.

    As I continue developing my ePortfolio and integrating multiple digital platforms into my teaching, I have found the process both frustrating and rewarding. While I initially felt uncertain about using many of these tools, each experience has boosted my confidence and understanding of how technology can enhance OT education. The learning curve has required patience, experimentation, and a lot of reflection, but I can now see how these platforms can enrich both my teaching practices and my students’ clinical learning experiences. I am learning more creative ways to teach, and  

    Among all the tools explored, Google applications have been the most accessible and practical. Google Docs, Slides, Meet, and Forms are flexible, and widely used by both instructors and students, making collaboration and communication seamless (Andrew, 2019). Because most of my students are already familiar with Google platforms, there is less time spent on technical explanations and more focus on the content itself. The only area that continues to challenge me is Google Sheets, particularly in mastering the formulas and functions necessary for data organization and analysis. However, I recognize its value for tracking clinical data, student progress, and intervention outcomes, so I plan to continue practicing and exploring tutorials to strengthen this skill. 

    Other platforms, such as iFunFace, EdPuzzle, and Pearltrees, have presented steeper learning curves. These tools require trial and error to understand their features and best applications for instruction. iFunFace offers creative possibilities for instruction and storytelling but demands time to master its animation settings. Pearltrees is a great resource for gathering research materials, though it takes effort to organize links and collections effectively. EdPuzzle has been the most difficult for me to use so far. I believe this challenge comes from limited practice and unfamiliarity with its interactive video functions. Still, I see potential in using EdPuzzle for self-paced learning and clinical reflections once I become more comfortable with it. 

    Overall, this learning process has reminded me that technology integration is a continual journey of discovery. Each new tool offers opportunities to engage students, promote critical thinking, and support diverse learning styles. As I grow more confident in my ability to use these platforms, I am beginning to view them less as obstacles, and more as creative extensions of my teaching practice. This entire process has forced me to think outside of the box for traditional methods of teaching and learning, and I am enjoying this process as this school year progresses.  

  • Hello World!

    Allow Me to Introduce Myself

    My name is Sheron, and I am a school-based occupational therapist who wants to share some of my experiences as an educator and healthcare provider. So a little about me…I have been an occupational therapist for 20 years, primarily in pediatrics, though I dabble a bit with per diem contracts for adults. I absolutely love working with kids, and I started my career in a pediatric outpatient setting. I have also worked in early intervention, provided home care services for both peds and adults, worked with our most fragile babies in the NICU, and worked in pediatric inpatient and acute care units. Healthcare laid the foundation for my pediatric knowledge, and I enjoyed my time working in those settings. But life changed for me, and I wanted to be more available to my own children. So when a school-based position that just so happened to be in the same district where my kids attended was presented to me, I jumped at the opportunity. I was uncertain, but through prayer, I knew that I was making the right decision when I switched to education. And while I do miss some aspects of healthcare, education has provided me with a different type of challenge in pediatrics. I have somehow not only become the school OT but am now also considered an educator, an entirely new role that I didn’t realize I was taking on.

    Curriculum design, instruction, learning standards, coteaching??? I definitely did not sign up for all of that! Or did I? I just wanted to be an OT in the schools and be on the same schedule as my own kids. I wanted to do all the things that I did in healthcare, but in a school, just a regular OT, right? Well, that most certainly has not been the case. I have found myself learning so much about education, and I have an admiration and respect for teachers because I am seeing firsthand what they do on a daily basis. I get the pleasure of working alongside some of the most amazing educators, and I am learning a lot along the way. I am learning how to use my OT knowledge to help students be more successful in their academic setting. That’s the ultimate goal, right? So as I navigate this process, and take on new experiences so that I can provide the best services to my students, I want to chronicle these journeys, in hopes that someone can learn something new, or at least find humor in my debacles;-) So sit back, and enjoy the ride of my life as not just an OT, but an OT educator for tiny humans.