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Learning Activities

Educational Methodology

Clinical Laboratory

Science Program

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Instructional Preparation Sequence

1. Write goal statement(s)

2. Write instructional objectives

3. Determine learning activities

4. Write assessment questions

• This lesson will focus on the third step

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Learning Activities

• …are instructional activities that enable learners to master the objectives

• …are chosen by the instructor to assist in the learner’s mastery of the objectives

• Examples this lesson will focus on include:– Lecture– Case Study– Simulation– Role Playing– Cooperative Learning– Problem-Based Learning– Computer-Based Learning– Student Practice Laboratory

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Lecture

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Lectures

• …are speeches delivered before a class, especially for instruction or to set forth some subject

• …are the easiest way to deliver large amounts of information

• …enable the instructor to present material from various sources that is often more current than the textbook

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Lectures - Advantages

• Most efficient way to disseminate large amounts of information

• Instructor can augment, clarify, & highlight topics covered in the textbook & relate the material to other topics covered in the course or in other courses

• Lecture often requires minimal input or preparation for the learner

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Lectures - Disadvantages

• Eighty percent (80%) of what is learned in a lecture is forgotten within two months

• Lecture encourages memorization instead of application and problem solving

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Lectures – Organization

• Introduction• Body• Conclusion• Incorporate active learning techniques

– Minute paper– Muddiest point– Short survey– Questioning techniques– Thumbs up – thumbs down– Think-pair-share

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• …is when a learner has a more interactive relationship with the subject matter, and is encouraged to generate rather than simply receive knowledge.

• Instructors need to:– Start instruction where the learner is (prior learning)

– Provide enough time and active involvement for deep understanding to develop

– Prompt action and reflection

– Incorporate active learning into lesson plan

Active Learning

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Active Learning - Tools

Less Complex / Low Risk:

• Writing activities:

– Minute papers

– Muddiest point

– Journal entries

• Surveys or Questionnaires

• Thumbs Up – Thumbs Down

• Think – Pair – Share

• Formative (ungraded) quizzes

• Brainstorming or Roundtable

• Games

• Group discussions (structured)

More Complex / Higher Risk:

• Group discussion (minimal structure)

– Exam questions

– Press conference

– Send a problem

• Jigsaw

• Fishbowl

• Student-guided lecture

• Individual / group presentations

• Debates

• Role-playing, Forum theater

• Team learning

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• Purposes for using questioning techniques– Involves the learner (active learning)– Provides a mechanism of feedback for the

instructor– Provides reinforcement & review of the

material– Encourages higher level thinking through

open-ended questions of ‘why’ and ‘how’

Questioning

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• Techniques for effective questioning– Plan ahead what questions to ask during lecture– Ask questions

• At all taxonomic levels• Informally in a non-threatening manner• That draw out more than a simple "yes" or "no"

response

– Provide adequate time for responding– Call on learners in a random or rotating manner

to minimize non-participation or dominating responders

Questioning

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Effective delivery oflecture requires:

• Being enthusiastic about topic and learners– Vary pitch & tempo– Talk to learners, not at

them– Good posture and facial

expressions

• Incorporating active learning & questioning

• Moving around the room

• Using eye contact to assess learner comprehension

• Pacing presentation so learners can take notes and process information

• Avoiding– Reading lecture notes– Nervous habits and

repetitive phrases (i.e. ahs, ums, okays)

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Lecture

• The lecture method is most useful when __________________________________.

• A limitation of the lecture method would be __________________________________.

transmitting large quantities of information

that most of the information is not retained

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Lecture

• What can be done to make a lecture more interactive so students will retain information better?

Using active learning tools and questioning techniques.

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Case Study

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Case Studies

• …are effective learning activities that:– Develop interpretative and problem-solving skills– Develop reasoning skills

• pattern recognition• hypothesis formation

– Develop clinical skills

– Elaborate and contextualize knowledge– Foster development of self-directed and self-

regulated learning skills– Motivate

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Case Studies - Organization

1. Consider what types of clinical problems would best address the specific learning objectives

2. Select a real case or problem

3. Determine case format, presentation format, and learner context• See next screen for details

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Case Studies - Organization

CASE FORMAT:• Case vignette

– Case description and questions, no advance preparation

• Case study (Harvard Business model)– Narrative, facts presented

as news, open-ended questions, advance preparation often required

• Problem Based Learning iterative case– Events over time, group

activities, solve challenges

PRESENTATION FORMAT:• Paper• Computerized• Media resources

LEARNER CONTEXT:• Level of the targeted

learner• Individual vs. group • Instruction vs.

assessment

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Case Studies - Organization

4. Write the story and the questions or challenges to be posed to the learner

5. Get input from colleagues and make appropriate modifications

6. Review and modify learning objectives

7. Identify and gather resources to include with the case

8. Write the tutor guide

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Case Studies

• Case studies promote what type of skills? _________________________________interpretation and problem-solving skills

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Simulations

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Simulations

• Designed to promote problem-solving via learner involvement

• Structured, realistic situation in which learner “plays” self

• Create a risk-free environment to– Encourage problem-solving skills– Improve communication techniques

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Simulations

• Valuable for affective domain learning outcomes

• Most effective when scenario represents a situation the learner will potentially experience as a professional

• Can be time-consuming to develop

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Simulations

• Types– Written

• Learner responds on paper to written situation

– Computer• Utilize branching capabilities• Similar to written

– Actual• Create a real-life situation and carry it out

• Feedback is given based on response

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Simulations

• Effective uses:– Set a time limit– Focus activity on defined objectives– Create an interesting background

• Provide descriptions of characters & situation

– Use volunteers to play parts and involve audience by asking their reaction to events

– Follow with discussion of what was learned and future implications

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Role Playing

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Role Playing

• Similar to simulations with these differences:– Learner does not play self, but instead takes

on a role– A few learners participate and others observe– Short scenarios dealing with a specific

problem– At end, observers share comments and

reactions concerning the roles and what took place

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Role Playing

• Effective uses:– Set a time limit– Focus activity on defined objectives– Create an interesting background

• Provide descriptions of characters & situation

– Use volunteers to play parts and involve audience by asking their reaction to events

– Follow with discussion of what was learned and future implications

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Simulations & Role Playing

• What is the difference between simulations and role playing? __________________________________________________________________Simulations: learner plays self, Role Play: learner plays someone else

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Cooperative Learning

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Cooperative Learning

• Group of learners work together to solve a problem

• Effective uses:– Focus on objectives in the affective and

higher cognitive domains– Increase communication skills– Develop problem-solving skills

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Cooperative Learning

• Learner assumes roles of both instructor and learner– Use previous knowledge acquired in

curriculum– Supplement with additional information

learned independently– Share new knowledge with group

• Teaching peers

– Give presentation by group to others

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Cooperative Learning

• What is unique about the learner’s role when doing a cooperative learning activity? ____________________________________________________________________Learner takes on the role of both instructor and learner

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Problem-Based Learning

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Problem-Based Learning

• Similar to Cooperative Learning– Groups work together to solve a problem– Instructor is facilitator, not necessarily

content expert

• Different from Cooperative Learning– Learners have no prior knowledge related

to the problem (no lectures, reading assignments, etc.)

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Problem-Based Learning

• Goal of PBL– Learner determines what information he/she

does not know and what needs to be learned independently in order to solve the problem

– Learner identifies appropriate resources and acquires necessary information

• Textbooks, journals, other learners, faculty

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Problem-Based Learning

• Promotes learners’ ability to:– Develop independent learning skills– Communicate competently with colleagues– Interact efficiently in a group– Solve problems

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Problem-Based Learning

• What learner abilities are enhanced with problem-based learning? ________________________________________________________________________________________________________________________________________

Develop independent learning skills,Communicate competently with colleagues,Interact efficiently in a group, &Solve problems.

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Computer-Based Learning

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Computer-Based Learning

• Individualized instruction– Learner paced– Information presented in interactive, small,

self-contained units• Can incorporate multimedia and graphics• Can access via CD-ROM, DVD, Internet, etc.

– Learners more active in learning process• Required to respond frequently• Usually provided with immediate feedback

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Computer-Based Learning

• Effective uses:– Instructor needs to closely monitor learners’

progress– Instructor aids learners in the application of

the knowledge attained

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Computer-BasedLearning

• What primary advantages does computer-based learning provide the learner? __________________________________________________________________Instruction is individualized and it islearner-paced

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Student Practice

Laboratory

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Student Practice Laboratory

• Purpose– Provide a structured setting where learners

can practice laboratory procedures and apply cognitive knowledge

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Student Practice Laboratory

• Advantages– Non-threatening environment for learners to

integrate theory with psychomotor skills– Learners can practice skills until proficient

before beginning clinical rotations– Individualized instruction & feedback provided– Instructor able to screen out learners that do

not have appropriate skills necessary to continue program

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Student Practice Laboratory

• Disadvantages– Time-consuming for faculty to set up and

teach lab sessions– Costly – i.e. reagents, equipment, supplies– Prone to keep learner at lower cognitive and

psychomotor skill levels (learner following a ‘recipe’)

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Student Practice Laboratory

• Effective uses:– Pre-run exercises prior to lab session

• What works, what doesn’t, what to modify?

– Develop a laboratory manual• Objectives, procedures, study questions,

worksheets, assessment criteria

– Use a pre-lab discussion period to reinforce theory and demonstrate new procedures

– Use a post-lab period for learners to evaluate assays performed and analyze data gathered

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Student Practice Laboratory

• Effective uses:– Correlate exercises with lectures to reinforce

both cognitive and psychomotor skills– Facilitate progression of learners’ skills

• Start with basic skills• Upon mastery, put emphasis on problem-solving

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• What domain is student laboratory most useful in addressing? __________________________________Psychomotor domain

Student Practice Laboratory

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Summary

• Learning Activities– Lecture– Case studies– Simulations– Role playing– Cooperative learning– Problem-based learning– Computer-based instruction– Student practice laboratory

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References

• Beck, S. & LeGreys, V. (2003). “Clinical Laboratory Education” CD-ROM. ASCP.

• Harrity, S. (2007). “Active Learning.” Presentation at CLEC.

• Teaching Improvement Project System (TIPS) for Health Care Educators (2006). “Strengthening Classroom Teaching Techniques.” UNMC.