An I-BEST Unit for Phlebotomy
Developed by Paula Harms-Van Duyn, Basic Skills Instructor
“Many students in the courses have little experience in hybrid classes, or college classes in general. I-BEST instruction gives students an opportunity to learn and develop skills that will be beneficial throughout their college careers.
This unit is taught within the first 3 – 4 weeks of class with some lessons being covered in the basic skills lab or by request of student(s) or content instructor. The lessons
contained are intended to help students navigate the intricacies of a hybrid course.
For the most part, these activities and lessons are taught in the content classroom. However, the activities with asterisks (*) are taught in an open basic skills lab that students can attend if they feel they need to, or if the content instructor or I feel students need.”
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Career Technical Core (CCTC)
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Communicate clearly, effectively, and with reason.
Employ valid and reliable research strategies.
Communicate clearly, effectively and with reason.
Demonstrate creativity and innovation
Use critical thinking to make sense of problem and persevere in solving them.
Professional Learning Standards
Demonstrate professional conduct and interpersonal communication skills with patients, laboratory personnel, other health care professionals, and with the public.
Apply basic scientific principles in learning new techniques and procedures.
- Activity 1: CORNELL NOTES Notetaking
- Activity 2: APA FORMAT – BOOKS Citing Book Sources
- Activity 3: BEING ORGANIZED Organize Materials for Class
- Activity 4: READING COMPREHENSION STRATEGIES Identifying Reading Strategies
- Activity 5: APA FORMAT – ONLINE JOURNALS & ORGANIZATIONS Citing Online Journals Correctly
- Activity 6: HOW TO WRITE AN ONLINE DISCUSSION – Identify needed components of an effective discussion
- Activity 7: RELIABLE SOURCES – Analyze websites for use in discussion questions
INSTRUCTOR REFLECTIONS AND RECOMMENDATIONS
“I am proponent of scaffolding learning. I have put the activities in an order that makes since for me and my students, but in truth that changes from semester to semester. I think the most important thing to remember is that every group of students will have different strengths and different areas of growth. There may be an activity that I really like to do, but it just isn’t necessary to a given group of students.
Students always bring a different perspective, and learning what they do and why makes me able to give other students more examples and strategies, and be proactive about difficulties I had not previously considered. Since I have begun following up with students on topics and activities, I have found that the rate of students improvement in the given areas has increased. I would guess it’s because students feel accountable for utilizing the tools and information they have been given, in order to be successful in the course. I feel that the most successful educators follow up with students, and then use that information to create a more perfect learning environment.”
DOWNLOAD THIS UNIT: Unit 2 PHL