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- 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 high school 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 ...
- 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 obtai...
- 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 laborat...
Level of Instruction: Intermediate
Intended Audience: Medical laboratory scientists, medical laboratory technicians, and educators. This course is also appropriate for medical laboratory science students and laboratory professionals who create instructional units.
Author Information: Sheryl A. Whitlock, MA.Ed, MT(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.
Rebecca J. Laudicina, Ph.D., MLS(ASCP)CM is Professor Emeritus in the Division of Clinical Laboratory Science at The University of North Carolina at Chapel Hill’s School of Medicine. She obtained a Master of Education and a Ph.D. in Educational Psychology from Temple University. She is the author of numerous publications, including many in the field of hematology.
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 Content Developer at MediaLab. His areas of expertise and professional passions include clinical hematology and interprofessional education.