Education Methodologies

The Key to Effective Teaching By Lucille Contois

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Pre-Test

1. The statement, “ The student will explain the principle of the direct antiglobulin test”, is an example of a (n)? – A. Goal – B. Objective – C. Course description – D. Competency 2. Given the objective “To increase the student’s ability to perform ELISA assays”, the error made in writing the objective is?

– A. Omitting the terminal behavior – B. Emphasizing the teaching process – C. Not using an action verb – D. Not describing an observable behavior 3. Rank the objective,” Given a patient sample for chemistry tests, the student will separate the serum from the red cells,” by using a total of 3 general taxonomic levels.

4. The objective,”the student will protect the Confidentiality of a patient’s lab results” would be classified in which domain?

Pre-Test cont’d

 5. Objectives, learning activities, and test; is anything missing from this instructional unit? If yes, what?

  6. Which of the following evaluation tools would be most effective in evaluating a student’s “psychomotor skills”?

– A. Anecdotal records – B. Checklists – C. Critical incident techniques – D. Objective tests 7. For the objective “Defend the practice of wearing latex gloves for phlebotomy procedures (consider isolation policies, infection control principles and blood collection procedures); Is the following test question appropriate?______

– True or False? HIV can be acquired through openings in the skin (chapped hands, sores) when exposed to contaminated blood?

Workshop Objectives

 Write correctly a variety of behavioral objectives in all three educational domains.

  Rank objectives according to taxonomic level.

Evaluate objectives as to their appropriateness and clarity.

 Identify and describe key components in an instructional unit.

 Correlate objectives with evaluation methods/items.

 Defend the need for objectives, instructional methods, learning activities and evaluation methods to be inter-related.

Why?????

 NAACLS Essentials – Refer to your notebook for actual excerpts from some of the standards.

 Careers demand we stay current; staffing is lean; must learn and teach others efficiently!

What is Education Methodology?

         Planning a Curriculum Setting Goals Listing Competencies Writing Objectives Developing Evaluations Designing Learning Activities Evaluating Student’s Performance Evaluating the Program Making Changes

Education Related Terms

(Definitions are in your notebook) Teaching Process Evaluation Learning Outcomes Evaluation Evaluation (placement,formative, summative) Curriculum Goals Objectives Competencies

Goals vs. Competencies

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Description :

– General/broad statements of purpose: usually not stated in behavioral terms.

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Example:

– The student will become familiar with the various cell organelles

Description :

An acquired capability stated in terms of a composite behavior.

Example:

The student will perform routine procedures, employing common techniques in the major areas of anatomic pathology.

A Model for Systematic Instruction

An Instructional Unit Must Answer These Questions…..

 Where am I?

 Where am I going?

 How am I going to get there?

 How do I know that I have arrived?

An Instructional Unit

 Pre-Test/Prerequisites  Goals  Objectives  Learning Activities  Evaluation

Effective Habits

Skills Knowledge Desire

Domains of Objectives

Cognitive Psychomotor Affective

 Cognitive

Domains

 Considerable Cognition  Affective  Considerable Feeling  Psychomotor  Considerable Motor Activity

Rationale for Using Objectives (For Student)

 Breaks topic into small manageable pieces.

 Provides guidelines.

 Easier to identify where the problems are.

 Students can evaluate own progress.

 Test time is less threatening.

(For Teacher)

 Help to focus on main topic.

 Easier to identify who is having problems.

 Easier to give feedback to students on areas of difficulty.

 Help make tests.

 Help to set prerequisites.

 Help evaluate teaching effectiveness.

 Can review them from other courses to better design or revise curriculum.

Components of an Objective

Action Verb Standards Conditions Audience observable or measurable objective how well student’s action limitations who is learning used for evaluation omitted if all the same describes situation/ materials omitted if obvious written for the learner written to be understood

(Objectives Continued….)

 Terminal Behavior (Action Verb) – Examples: List, perform, justify, illustrate, calculate, etc.

 Conditions or Givens – Examples: Without reference, open book, given equipment and supplies, etc.

 Standards or Criteria – Examples: Accurately, according to established procedure, within 95% confidence limits, within 10% of predetermined result, etc.

Taxonomic Levels (

Each Domain has Hierarchy of Objectives)  Each Domain has a progressive hierarchy of learning categories from simple to complex behaviors.

– Cognitive has 6 levels - page 14 – Psychomotor has 7 levels - page 17 – Affective has 5 levels - page 20

Revised Levels of Cognitive Domain

 Level 1 - Recall or Knowledge  Level 2 - Interpretive Skills/Application  Level 3 - Problem Solving/Analysis

Examples of Cognitive Objectives

 Without reference, the student will define the following terms correctly:…..

 Given a quality control chart, the student will correctly interpret the status of the control value.

 Without reference, the student will justify the use or application of RDW, according to established practice.

Revised Levels of Psychomotor Domain

 Level 1 - Perception/Set  Level 2 – Guided Response Mechanism-Complex Overt Response  Level 3 - Adaptation/Organization

Examples of Psychomotor Objectives

 Given the procedure and necessary supplies etc, the student will prepare a blood smear that meets the following criteria: – Fill majority of slide – No ridges, waves, holes etc.

– Has a feathered edge – etc

(Examples Continued…)

 Given the following types of micro organisms….., the student will demonstrate proper specimen collection, handling and processing procedures, according to established protocol.

 Given the necessary materials, the student will develop an effective staffing plan for weekend and midnight shifts without leaving day shift short staffed.

Revised Levels of Affective Domain

 Level 1 – Receiving/Responding  Level 2 – Valuing  Level 3 – Organization/Internalization

Examples of Affective Domain

 The student will comply with established safety procedures in the specimen processing area.

 Given the professional code of ethics for laboratory personnel, the student will defend the need for demonstrating respect for others according to conventional wisdom.

 The student will judge the relevancy of cleaning and re-stocking practices for each department to meet established safety standards and increase efficiency.

Group Project on Objectives

 Pick a Topic  Write a Goal Statement  Write Objectives – 2 cognitive (level 2 & 3) – 2 psychomotor (level 2& 3) – 2 affective (any 2 levels)  Critique one another  Return and Fix  Present

Enabling Objective

 Without reference and according to the information provided in your manual, the student will discuss the significance of cell histograms. To do this the student must: – A. Define MPV – B. Correlate MPV values with the platelet count; – C. Interpret platelet histograms; – D. Justify use or application of RDW; – E. Interpret red cell histograms – F. Explain how leukocyte histograms are generated; – G. Explain the main uses of a leukocyte histogram differential; – H. Interpret potential interferences in histograms

Psychomotor Example: Co-perform supervisory functions with section head to include 3 of the following:

 Evaluate and correlate results  Accurately; according to estab. practices and accept. references..

 Inventory and develop supply order for section  Accurately: meets existing needs and budget restrictions.

  Participate in the sched. of staff Participate in necessary documentation and compilation for accreditation/licensure   Adequately covers each shift with approp. credentialed staff; satisfies contract According to lab. practice; meets standards of regulatory agencies.

  Perform and evaluate proper QA procedures Choose an accept. course of action in response to various lab crises; eg.: instr. malfunction, changes in staffing patterns, dramatic shift in work flow, QC discrepancy, etc.

  According to established practice Appropriately; in consultation with supervisor

Let’s Evaluate Some Objectives

 The student will understand the purpose of QC in the clinical lab.

   The student will show initiative in the lab.

The student will know the difference between cellular and humoral immunity.

To increase the student’s awareness of lab. safety procedures.

 The student will appreciate the importance of routine maintenance procedures in the chemistry lab.

 To know how to write educational objectives.

WE LEARN….

 10% of what we read  20% of what we hear  30% of what we see  50% of what we both see and hear  70% of what is discussed with others  80% of what we experience personally  95% of what we teach • WM. Glasser someone else

Instructional Methods (or Learning Activities)

 Lecture  Discussion/Conference  Demonstration  Simulation/Role Playing/Student Labs etc.

 Individual/ Self-Instruction/ CAI  Problem-Based Learning

Group Exercise Continued…

Learning Tools

Are tools appropriate for goals?

What are the relative adv. and disadv.?

 Chalkboard  Transparencies  Pen & Paper  Powerpoint  Videotapes  Kodachrome Slides

Evaluations

 Terms – Criterion Referenced – Norm Referenced – Reliability – Validity – Placement – Formative – Summative – Objective – Subjective  Purpose – Determine Qualifications – Monitor Student Progress – Rank Students – Provide Practice – Check on your instruction

Evaluation Instruments

 Rating Scales  Checklists  Anecdotal Records  Critical Incident  Practical Exams  Multiple Choice  True/False  Matching  Short Answer/Essay

Purpose of Evaluations

 Determine Qualifications (Pre-test)  Monitor Student progress  Rank Students  Provide Practice  Check on Instruction

Examinations

 Determine the objectives before and for the test  Test only to the objectives  Use correct type of questions  Consider the number of questions at each taxonomy level  Make a “blue print’  Conduct timely for the material covered  Give immediate feedback

Multiple Choice

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Structure

– Stems: – Alternatives: 

Value

– Advantages: • Common • Good for cognitive esp.

• Adaptable • Easily scored & objective – Disadvantages: • Guessing • Time to construct • Many pages • More reading • Tend to be low level if not careful • Has clues

QC for Multiple Choice Questions

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Overall

– Question relate to objective?

– Proper wording for stem/alternative?

– Are alternatives possible or a common misconception?

– Covers one problem only?

– Is answer really the best?

– Peer review?

Ex: Cognitive MC Test Questions

 Low Level – Total hemolysis is called______hemolysis.

• A. Alpha • B. Beta • C. Delta • Etc….

 Mid Level – What volume of 95% alcohol would be needed to make 200ml. of a 70% solution?

• (enter choices)  High Level – Given the following lab data on a specimen, what test would be recommended to rule out anemia?

• (enter choices)

Other Objective-Type Tests

(Always Relate to Objectives & Seek Peer Review)

Fill in/Short Answer Clear wording One idea/fact Clues?

2 neg.

5-7 ?

Point value?

Extra options etc?

Arrangement proper One correct answer?

Defined how evaluated Complex learning Graded anonymously Obvious?

Teaching in ?

Clues?

Verbs omitted?

Subjective-Type of Tests

Anecdotal and Critical Incident

 Anecdotal records the description of observed behavior  Critical Incident is similar but stresses only critical points  Advantages: Easy to develop form; economic; precise feedback to students; look at total behavior  Disadvantages: Subjective; lack of standardization; difficulty in scoring; time consuming; limited application

Checklists and Rating Scales

 Checklists use a prepared list of performances that are checked to indicate the action or quality  Rating scales use a set of defined traits upon which students are judged  MOST COMMON

Effects to Avoid if Possible

(Rating Scale Errors)

 Halo Effect  Error of Personal Bias  Contrast Error  Proximity Error  Rater’s Mood, Memory Error etc.

QC for Performance Evaluations

Correlation of Exams with Objective Domains

Objective type tests Sometimes practical exams Anecdotal Critical Incident Rating Scales Checklists Practical Exams Review Lab Results

Justification of Inter-relatedness Between Objectives, Learning Activities and Evaluations

 It’s honest  Student and teacher are appropriately accountable  It’s Fair  It validates our plan  It’s effective