Education Methodologies

The Key to Effective TeachingBy Lucille Contois

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 Learning Evaluation (placement,formative,

summative)

Process Evaluation

Outcomes Evaluation

Curriculum

Goals Objectives Competencies

Goals vs. Competencies

Description:– General/broad

statements of purpose: usually not stated in behavioral terms.

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

Knowledge

Skills Desire

Domains of Objectives

Cognitive

Psychomotor Affective

Domains Cognitive

Affective

Psychomotor

Considerable Cognition

Considerable Feeling

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

how well limitations who is learning

objective used for evaluation

describes situation/materials

written for the learner

student’s action

omitted if all the same

omitted if obvious

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

Inventory and develop supply order for section

Participate in the sched. of staff

Participate in necessary documentation and compilation for accreditation/licensure

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.

Accurately; according to estab. practices and accept. references..

Accurately: meets existing needs and budget restrictions.

Adequately covers each shift with approp. credentialed staff; satisfies contract

According to lab. practice; meets standards of regulatory agencies.

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 someone else

• WM. Glasser

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 ToolsAre 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 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

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

5-7 ? Point value? Obvious?

One idea/fact

Extra options etc?

Defined how evaluated

Teaching in ?

Clues? Arrangement proper

Complex learning

Clues?

2 neg. One correct answer?

Graded anonymously

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