Training and Instructional Design: Creating a Lesson Plan
Self-assessment key
1. Which of the follow is not the purpose of an objective?
a. Guides the teacher; helps with the preparation of assessment tools to measure student achievement
b. Guides the learner; helps him/her focus and set priorities
*c. Statements about what students will gain from instruction
d. Allows for analysis in terms of the levels of teaching and learning
Answer: c
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 8
2. Which of the following is NOT a characteristic of a well-written objective?
a. Specific
b. Concise
c. Measurable
*d. Systematic
Answer: d
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 5
Type: MT
3. Fill in the blanks.
a. Goal
b. Objective
c. Neither
For each example listed below, select whether it is an example of a goal, objective, or neither.
___ 1. Students will learn how to write lesson plans
___ 2. Students will be able to write measureable objectives for a training program.
___ 3. Students will know the steps in designing a lesson plan.
___ 4. Students will be able to design a lesson plan.
___ 5. Students will answer the questions with an 80% accuracy rate.
Answer:
_a_ 1. Students will learn how to write lesson plans
_b_ 2. Students will be able to write measureable objectives for a training program.
_a_ 3. Students will know the steps in designing a lesson plan.
_b_ 4. Students will be able to design a lesson plan.
_b_ 5. Students will answer the questions with a 80% accuracy rate.
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slides: 6-7
Type: E
4. Identify the THREE (3) main steps in preparing a lesson plan.
Answer:
1. Define topics
2. List goals and objectives
3. Plan instructional and evaluation procedures
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 4
5. Which of the following is an example of a non-functional verb that should NOT be used when constructing learning objectives?
*a. Understands
b. Modify
c. Applies
d. Describes
Answer: a
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 20
Type: E
6. Identify TWO (2) examples of measurable verbs for each level of knowledge listed below.
Level 1: Recall
Level 2: Interpretation
Level 3: Problem-Solving
Answer: * Answer may vary – Instructor’s discretion
Level 1: Recall
1. Knowledge
2. Comprehension
Level 2: Interpretation
1. Application
2. Analysis
Level 3: Problem-Solving
1.Synthesis
2. Evaluation
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 13
7. For each of the following objectives:
a. Cite the major faults with each objective (refer to the checklist, Does the objective focus on student performance? Is the task measurable or observable? What criteria will be used to establish that the objective has been reached?
b. Rewrite these objectives into good, clear, and concise learning objectives.
1. Students will gain knowledge on the operation of the Electronic Health Record.
2. The learner will be able to retrieve medical information using the computer.
3. Demonstrate the ability to restore the software after a power failure.
4. Students will be provided with an understanding of the events that could lead to a violation of HIPAA rules.
5. Students will develop an appreciation of the emergency protocols.
Answer:
1. Students will gain knowledge on the operation of the Electronic Health Record.
a. Task not measurable/observable
b. Students will be able to describe the step-by-step operation of the Electronic Health Record.
2. The learner will be able to retrieve medical information using the computer.
a. Criteria not established to indicate what kind of medical information or what program.
b. The learner will be able to retrieve laboratory results for patient x using the eClinicalWorks software program.
3. Demonstrate the ability to restore the software after a power failure.
a. Criteria not established
b. Students will be able to restore the software after a power failure.
4. Students will be provided with an understanding of the events that could lead to a violation of HIPAA rules.
a. Not focused on student performance
b. Students will be able to identify the events that could lead to a violation of HIPAA rules given a specific scenario.
5. Students will develop an appreciation of the emergency protocols.
a. Task not measurable
b. Students will be able to describe the emergency protocol given a specific scenario.
Objective: 1. Write measurable goals and learning objectives for a training program, which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
Slide: 5-21
Type: S
8. Based on Bloom’s Taxonomy, which type of learning does each of these verbs represent?
1. Adopt: ______
2. Execute: ______
3. Contrasts: ______
4. Generate: ______
5. Classify: ______
6. Identify: ______
7. Demonstrate: ______
8. State: ______
9. Discriminate: ______
Answer:
1. Adopt (Application)
2. Execute (Application)
3. Contrasts (Evaluation)
4. Generate (Synthesis)
5. Classify (Comprehension)
6. Identify (Knowledge)
7. Demonstrate (Application)
8. State (Knowledge)
9. Discriminate (Evaluation)
Objective: 2. Write specific learning objectives based on Bloom’s Taxonomy, classifying learning from the simplest to the most complex levels
Slides: 12-19
9. Identify the FOUR (4) items on a needs analysis checklist.
Answer:
1. Organizational analysis
2. Learner analysis
3. Job and Task analysis
4. Instructional analysis
Objective: 2. Write specific learning objectives based on Bloom’s Taxonomy, classifying learning from the simplest to the most complex levels
Slide: 22
10. Identify the SIX (6) instructional procedures that should be incorporated in a lesson plan.
Answer:
1. Introduction
2. Development
3. Practice
4. Independent Practice
5. Checking for understanding
6. Closure
Objective: 5. Identify the appropriate instructional approaches tied to a needs analysis, situational characteristics, and subject matter domain when designing a lesson plan
Slide: 27
11. Which of the following is not a main step in preparing a lesson plan?
a. Define the content
b. List materials needed
c. Plan evaluation procedures
*d. Identify the learners
Answer: d
Objective: 5. Identify the appropriate instructional approaches tied to a needs analysis, situational characteristics, and subject matter domain when designing a lesson plan
Slide: 4
Health IT Workforce Curriculum Training and Instructional Design1
Version 3.0 / Spring 2012 Creating a Lesson Plan
This material (Comp20_Unit3) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003.