Blended Learning
in Anatomy & Physiology Labs
June 10, 2025
This instructional design focuses on the lab portion of Anatomy & Physiology I for undergrads, many of whom are navigating their first year of college or prepping for healthcare programs. The design specifically supports students who struggle early on—especially those scoring below 75% on their first lab practical. That exam gives us a solid baseline, and we use it to pivot instruction and student support for the rest of the semester.
This design is rooted in real challenges I’ve seen firsthand. Students don’t all need the same thing at the same time. Some thrive with structure, others need flexibility. This plan is a response to that reality, supported by conversations within my department, lab curriculum requirements, and broader institutional goals around equity, access, and retention.
Design Approach
Why Competency-Based?
I chose a Competency-Based Education (CBE) model because it gives students time to actually master the material. It’s not about racing to finish or checking a box. In lab, students need time and repetition to develop both skill and confidence. CBE allows for that flexibility while still holding high expectations.
Design Frameworks I’m Using:
My plan is built around Fink’s Significant Learning framework (Fink, 2013; McTighe & Wiggins, 2005)
and Understanding by Design (UbD). These give me a solid way to work backward from what students really need to know, do, and reflect on—not just what I need to “cover.”
Assessment Strategy:
I’m trying to move away from one-and-done testing and instead build in opportunities for students to check in with their own learning regularly. Here's the balance:
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Assessment OF learning – Midterm and final practical exams
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Assessment FOR learning – Weekly low-stakes quizzes, digital labs, guided feedback
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Assessment AS learning – Peer collaboration, growth reflections, and self-monitoring through tracking tools
Who’s in Control?
It’s a partnership. I create the structure and guidance, but students have choices in how they engage—when to ask for help, how to review, and what tools they use to get there. They also get reminders and nudges from me and the system along the way.
How I’m Encouraging Deeper Learning:
This model is designed to help students connect the dots—not just memorize terms but understand how everything works together in the human body and how their habits affect their learning. We use reflective check-ins, pattern tracking, and self-assessments to help students build those skills.
Design Artifacts
3-Column Table:
I created a full table that links learning outcomes with activities and assessments. It’s all about alignment—making sure what we do in lab actually supports what we’re trying to teach.
Semester Implementation Plan:
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Week 1–2: Orientation + first lab practical to establish a baseline
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Week 3–4: Start blended model with individualized pathways based on student needs
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Week 5–12: Blended instruction (rotating between in-person lab, digital practice, self-paced modules, and tutoring)
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Week 6 & 10: Student check-ins and progress review
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Week 13–15: Final projects + second lab practical
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Week 16: Student reflection and course feedback
Faculty will also use a shared spreadsheet to track grades and flag students who need tutoring or additional support. The goal is to catch issues before they turn into failures.
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Here’s a quick walkthrough where I talk through the whole plan, show the design map, and give a behind-the-scenes look at how students move through the semester.
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