Learning Activities

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Learning Activities

• Educational Methodology
• Clinical Laboratory
• Science Program

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Instructional Preparation Sequence

• Write goal statement(s)
• Write instructional objectives
• Determine learning activities
• 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
  learners 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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Active Learning

• 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

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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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Questioning

• 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

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Questioning

• 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

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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

• Consider what types of clinical problems would
  best address the specific learning objectives
• Select a real case or problem
• 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

• Write the story and the questions or challenges
  to be posed to the learner
• Get input from colleagues and make appropriate
  modifications
• Review and modify learning objectives
• Identify and gather resources to include with the
  case
• 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 learners 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
is learner-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 doesnt, 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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Student Practice Laboratory

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

Psychomotor domain
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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.