Biofire (filmarray)


1. Research your topic, using all available resources, such as textbooks, journals, preceptors/instructors,standard operating procedure manuals from the appropriate dept., package inserts from kits,    reagents, etc.  You are the teacher, so you are the expert in your topic.
2. Develop at least 1 goal statement.  You can write more if need be – this will depend on the breadth     and diversity of your topic.      -refer to handout on Goals and Objectives
3. Write at least 4 cognitive objectives.   They should cover at least taxonomy levels 1 and 2 (recall and    interpretation).  Again, you can write more than 4 objectives, as needed.
-refer to the handout “Writing Instructional Objectives” by K.V. Waller.     -look at the syllabi/objectives from the MLT courses you have taken     -look at the objectives at the beginning of a text chapter (these are usually NOT very good    objectives, so use them only as very loose guidelines!)
4. Outline your lesson.  This can serve as the outline you provide to your “students.”
5. Put together a 20-25 minute lecture, using some type of audio-visual aid, such as power point, video clips, diagrams, tables, charts, etc.  – whatever is MOST beneficial to get your points across
a. If you show tables or lists, do not read the info off to your audience for the purpose of   lengthening your presentation.  Do leave the power point up long enough for your audience to read it themselves and ask questions! b. Speak slowly and speak UP.  Pause occasionally to give your audience time to digest material. c. If the outline you give your “students” requires that they take some notes you need to go slowly enough for them to both understand and write down the material.  It’s ok, and in fact desirable, to repeat key points. d. Work off your power point slides when you present, rather than just reading your   presentation – that’s a good way to lose your audience!  Be spontaneous!e. if you aren’t sure about pronunciation of terms, LOOK IT UP or ask!  Again, you are the expert,       so you should be able to correctly pronounce terms related to your subject.
6. Write at least 3 multiple choice questions to assess your students’ knowledge
7.  Cross-reference each exam question to the objective it tests.
You will all be presenting your lectures during the week of Review and Final (R/F).  We will put all of your exam questions together at the end and have you take the test, just for fun.  Don’t show your exam questions to your classmates.  Submit your goal/objectives, quiz questions and outline to Cathy, Angie (or Sharon for MCC students) at least by the week before R/F week, and make enough copies of your outline for your on-ground students.
You will receive a letter grade for the whole project, which will be figured in with the rest of the rotations you complete during the MLS 255 stretch.

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