1. CLS 430 Clinical Laboratory Management Introduction to Instructional Objectives
Karen Honeycutt, M.Ed., MT(ASCP)SM

2. Instructional Strategies
Transmission or Lecture Format:
Content expert provides/presents factual information to learner
Major interaction is instructor/content

3. Instructional Strategies
Clinical Rotations or Apprenticeship
Expert practitioner guides learner in authentic professional setting
Knowledge, skills and attitudes learned using authentic tasks

4. Instructional Strategies
Learner-centered or Developmental
Content expert provides learner with activities to reinforce learning a process
Various references are used during the activity
Content expert provides learner with more questions than answers

5. Three Domains of Learning
Cognitive
Psychomotor
Affective
You will be evaluated on all three domains

6. Levels of Learning Knowledge Application Problem-solving
recall information; know terms, facts
Application
interpret & apply information or facts to a specific situation
Problem-solving
rearrange, integrate or adapt information to synthesize a plan of action or evaluate a situation

7. Instructional Objective
Elements:
Audience: who (i.e., the CLS student)
Behavior or terminal behavior: determines the level of learning (verb, behavioral term)
Conditions or boundries (i.e., upon completion of the activity)
Standards: acceptable performance (i.e., >70%, within + 2 S.D)

8. Examples of Instructional Objectives – 3 Domains
After this presentation, the driver education student will:
List the steps for starting an automobile.
Perform the task of starting an automobile.
Explain the importance of following automobile safety recommendations.

9. Examples of Instructional Objectives – 3 Cognitive Levels
After this presentation, the driver education student will:
Recall the steps for starting an automobile.
Explain the task of starting an automobile.
Create a protocol for starting an automobile.

10. Examples of Instructional Objectives – 3 Cognitive Levels
After this presentation, the driver education student will:
Recall the steps for starting an automobile.
Explain the task of starting an automobile.
Create a protocol for starting an automobile.

11. Evaluation of Learning Outcomes:
The program/instructor’s expectations of the student are communicated with objectives.
Evaluation of Learning Outcomes
Cognitive Domain: Exams, Quizzes, Self-assessments, Writing
Psychomotor Domain: Technical evaluations (see example), Practical exams
Affective Domain: Professional behaviors evaluation

12. Connect/Organize Information
Textbook
Objectives
Notes
Compare/Contrast – one day’s material from another
How can I use this?
How does what I did in the laboratory relate to the words in my notes?