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This model places emphasis upon understanding the nature of the learning sources and knowledge needs within students' experience and the skilful use of teaching-learning methods and processes to facilitate synthesis. This perspective relies upon spontaneity and teaching skill; pre-determined structure provides only a place to begin, not a way to learn.

The paradigms represent an attempt to identify the major content components in the field experience, i.e., the ideological, conceptual, emotional, and behavioral, with individual and group teaching-learning activities suggested for the integration of learning. These are portrayed over four major process stages which pair the student learning needs with the social work process tasks in the preparation/engagement phase, the problem solving phase, the intervention/change phase, and the stabilization/disengagement phase.

There is inevitably some overlap and repetition in the various stages as there is naturally in field teaching. In identifying the teaching-learning activities, the objective was to describe activities and techniques which have potential for the integration of the various components. They are choices, not prescriptions. Implicit in these paradigms is a reciprocal cycle of inquiry from the specific to the general or abstract so that a more coherent understanding and internalization occurs within the student.

The model also includes suggestions in many integrative teaching-learning activities, however, they are not model-specific; they could be employed in different structural models of field education. Teaching methods for the integration of learning should ideally respond to rather than dictate the pace and learning styles of the students. To the extent possible and reasonable, Instructors should take their cues from the needs and readiness of the students as they practice in the selection of teaching-learning activities. This is the most difficult and exciting kind of teaching. It calls for flexibility, an awareness of individual and group process, and an ability to spontaneously adjust content and format to capture the learning moment.

First Level Integration of Theory with Practice in Fieldwork