Preparing An Instructional Unit
Continuing Education Credits
This course is discusses how to prepare an instruction, whether it be a training module or a course or session for an MLT or MLS program. The different learnings styles are discussed along with various types of instruction that may appeal to those various learning styles. Also included are instructional models that are student-centered versus instructor-centered, how to write effective objectives, and the different levels of taxonomy that can be applied to a lesson.
Objectives
- Define learning styles according to the VARK framework.
- Correlate learning styles with appropriate learning activities according to the VARK framework.
- Describe the continuum from teacher-centered to student-centered teaching.
- List the steps for developing an instructional unit.
- Explain the five types of instruction, including direct, indirect, interactive, experiential learning, and independent study.
- Create measurable learning objectives in the cognitive, affective, and psychomotor learning domains.
- List instructional tools for the five types of instruction, including direct, indirect, interactive, experiential learning, and independent study.
Course Outline
- Introduction
- Introduction
- Learning and Teaching Styles
- Learning Styles
- Learning Styles, continued
- Teaching Styles
- Teaching Styles, continued
- According to the VARK framework, a clinical chemistry laboratory course would appeal to which type of learner the most?
- A teacher presents most classroom instruction by lecture. Which of the following represents this teaching style?
- Course of Instruction
- Development of a Course of Instruction
- Instructional Methods
- Direct, Indirect, and Interactive Instruction
- Experiential Learning
- Experiential Learning, continued
- Independent Study
- Role playing, group work, peer feedback, and debates are considered:
- An instructor is establishing a mix of instruction methods for a new course. The methods include lectures, demonstrations, and case studies. Which of the following represents the instructional methods utilized in this course?
- True or False: A research project is an example of independent study.
- Behavioral Objectives
- Bloom's Taxonomy
- Definition of Behavioral Objectives
- Structure of Behavioral Objectives
- Structure of Behavioral Objectives, continued
- Match the learning domain with the descriptive term provided:
- True or False: Instructional goals are concise statements that describe in measurable terms the knowledge, skills, and attitudes students should obtain by the end of the learning process.
- True or False: There are four components to a learning objective: audience, behavior, condition, and degree.
- Instructional Tools
- Specific Instructional Tools
- Tools for Direct Learning Methods
- Tools for Direct Learning Methods: The Lecture
- Tools for Direct Learning Methods: The Lecture, continued
- Tools for Direct Learning Methods: Discussion
- Tools for Direct Learning Methods: Demonstration
- Tools for Indirect Learning Methods
- Tools for Indirect Learning Methods, continued
- Tools for Interactive Learning Methods
- Tools for Experiential Learning Methods
- Tools for Independent Study Learning Methods
- There are multiple presentation methods for lectures. Which of the following represents a lecture format that is the most "student-centered"?
- The students in a laboratory science program engage in various learning activities. The weekly syllabus includes a blood collection simulation laboratory, two lectures, class discussions on ethics, and role-playing patient interviews. Which of these activities is an interactive learning activity?
- References
- References
Additional Information
Level of Instruction: Basic
Intended Audience: All medical laboratory professionals and educators. This course is also appropriate for students and professionals who create instructional units.
Author Information: Sheryl A. Whitlock, MA.Ed, MLS(ASCP)BB, is the owner of ARK Laboratory Consulting, LLC. Sheryl served as the laboratory coordinator for the Student Health Services Laboratory at the University of Delaware for 15 years. Sheryl received her master’s degree in Education from Arcadia University in Glenside, Pennsylvania. She has more than 35 years of experience in laboratory science and has written and published textbooks and laboratory manuals, as well as contributed to numerous online and print articles in the field of laboratory medicine.
The author has no
conflict of interest to disclose.
Reviewer Information:
Laurie Bjerklie, MA, MLS(ASCP)CM, is
a Lead Education Developer. She earned a B.S. in Medical Laboratory Science
from the University of North Dakota and an M.A. in Curriculum and Instruction
from Saint Xavier University. She has over 15 years of experience in higher
education and has held program director and faculty positions in both MLT and
MLS programs.
Joshua J. Cannon, MS, MLS(ASCP)CMSHCM, received his Bachelor of Science and Master of Science in Medical Laboratory Science from Thomas Jefferson University in Philadelphia, PA. He holds Medical Laboratory Scientist and Specialist in Hematology certifications through the ASCP Board of Certification. He was a professor at Thomas Jefferson University for seven years before transitioning into his current role as Education Developer. His areas of expertise and professional passions include clinical hematology and interprofessional education.