Health Educ Lesson 3

• Behaviorist Theory - a result of a series of conditioned reflexes and all emotion and through a result of behavior; earned through conditioning.
• Cognitive Theory - an active process in which the learner constructs memory based on own knowledge and view of the world.
• Social Learning Theory - a person is motivated when she sees the possibility of valued outcomes or opposed to rewarding or punishing outcomes.
• Types of Learning

  1. Signal Learning - the conditioned response, the person develops a general diffuse reaction to a stimulus.
• Types of Learning

  2. Stimulus-Response Learning - involves developing a voluntary response to specific stimulus or combination of stimuli.
• Types of Learning

  3. Chaining - is the acquisition of the series of related conditioned responses or 5-R connections.
• Types of Learning

  4. Verbal Association - a type of chaining that easily recognized in the process of learning medical terminology.
• Types of Learning

  5. Discrimination - to learn and retain large number of chains, the person has to be able to discriminate among them.
• Types of Learning

  6. Concept Learning - learning how to classify stimuli into groups represented by a common concept.
• Types of Learning

  7. Rule Learning - chain of concepts or a relation of between concepts.
• Types of Learning

  8. Problem Solving - must be able to recall and apply previously learned rules that relate to the situation.
• Learning Styles - as the habitual manner in which the learner receive and perceive information, process it, understand it, value it, store it, ad recall it.
• Learning Styles

  1. Learning Style Models - people who have a habitual verbal approach to learning represent in their brains, information they read, see, or hear in terms of words or verbal association.
• Learning Styles

  2. Cognitive Style Model - the perception and ordering of knowledge affects how the person works.
• Learning Styles

  3. Field Independence Style - items are perceived relatively independently of their surroundings.
• Learning Styles

  4. Matching Learning Style - to instruction -- the effectiveness of matching teaching style to learning style; student shown more satisfaction when the teacher matches the student's learning style.
• Principles of Learning

  • Use of General Senses - learning is more likely to occur if clients are allowed to practice what they are being taught.
• Principles of Learning

  • Provide an Environment Conducive to Learning - should have good lighting and temperature control and comfortable seating with enough space between students.
• Principles of Learning

  • Determine the Perceived Relevance of Information - willingness to learn what they perceive as being important.
• Principles of Learning

  • Repeat Information - repetition enhances learning when new information is presented, it should be presented several times in a variety of ways.
• Principles of Learning

  • Generalize Information - using variety of example and applying the information in specific situations in the client's life promotes learning and contributes to a better chance of compliance.
• Principles of Learning

  • Make Learning a Pleasant Experience - can be accomplished through the frequent encouragement and positive feedback.
• Principles of Learning

  • Begin with What is Known and Move Toward What is Unknown - it should begin with the basics or general information that is known and move forward new information that is unknown.
• Principles of Learning

  • Present Information in an Appropriate Rate - the rate of information is taught must be suitable to the client depending in the client's knowledge level, a faster or slower pace may be necessary.
• Principles of Learning - different principles vary and apply to different aspects of learning and teaching.
• Principles of Learning

  • Use of general senses
  • Actively involve the patients/clients in the valuing process
  • Provide an environment conducive to learning
  • Assessing the extent to which the learning is ready to learn
  • Determine the perceived relevance of information
  • Repeat information
  • Generalize information
  • Make learning a pleasant experience
  • Begin with what is known and move toward what is unknown
  • Present information as in appropriate rate