Health Educ Lesson 4

• Planning and Conducting Classes:

  • developing course outline/syllabus
  • formulating objectives
  • selecting content
  • selecting teaching methods
  • choosing a textbook/references
  • conducting the classes
• Developing Course Outline/Syllabus - helps the learner to gauge first "what is to be learned" and "what is expected of them."
• Formulating Objectives - it should reflect what the learner is supposed to do with what is taught.
• Conducting the Classes - to stimulate the learner's appetites for what is to come.
• Determinants of Learning

  • Learners Characteristics
  • Assessment of Learner
  • Assessing Learner Needs
• Learners Characteristics

  • Culture
  • Literacy
  • Age
  • Education Level and Status
  • Socioeconomic Level
• Literacy and Readability

  • Reading Levels of Clients
  • Assessing Literacy
  • Teaching Strategies for Low Literate Clients
  • Developing Educational Printed Materials
• Assessing Literacy

  • not even attempting to read printed materials
  • asking to take PEMS at home to discuss with a significant other
  • claiming eyeglasses were left at home
  • stating that they can't read anything because they're too tired or don't feel well
  • avoiding discussions of written materials ad asking no questions about it
  • mouthing words as they try to read.
• Teaching Strategies for Low Literate Clients

  • Important to set objectives that are realistic for the people's level of understanding
  • Choose the information that will meet the objectives
  • Overload must be avoided when teaching people with low literacy
  • Keep instructions simple by breaking them down into smaller units
  • Evaluation should take place so you know how person has learned
  • Be creative in the way you evaluate learning
• Organizational Factors

  • Include a short but descriptive title
  • Use brief headings and subheadings
  • Incorporate only one idea per paragraph and be sure the first sentence is the topic sentence
  • Divide complex instructions into smaller steps
  • Consider using question/answer format
  • Address no more than three or four main points
  • Reinforce main points with summary at the end
• Linguistic Factors
• Linguistic Factors

  • keep the reading level at grade 5 or 6 to make the material understandable for most low literate persons
  • use mostly one or two syllable words or short sentences
  • use a personal and conversational style
  • define technical terms if they must be used
  • use words consistently throughout the text
  • avoid using idioms because they might mean different things to different people
  • use graphics and language that are culturally and age relevant to the intended audience
  • use active rather than passive voice
  • incorporate examples and simple analogies to illustrate concepts
• Appearance Factors

  • Avoid a clustered appearance by including enough white space
  • Include simple diagrams or graphics that are well labeled
  • Use upper-and-lower case letters. All capitals are difficult for everyone to read
  • Use 10-14 point type in a plain font (serif is preferred)
  • Place emphasized words in bold and underline them but do not use capitals because they are difficult to read
  • Use lists when appropriate
  • Try to limit line length to no more than 50 or 60 characters