ncm 102 midterm

• Health Education Plan


  Educating and empowering people to avoid disease, to make lifestyle changes, and to improve health for themselves, their families, the environment, and their community
• Elements of a Health Education Plan

  • Information
  • Education
  • Communication
• Goal


  The final outcome or what is achieved at the end of the teaching-learning process
• Objectives


  A specific, single, unidimensional behavior that must be achieved first before a goal is reached
• Steps that link Behavioral Objectives

  1. Identify the testing situation (condition)

  2. State the learner and the learner's behavior (performance)

  3. State the performance level (criterion)
• Purpose of Formulating Objectives


  • To guide your selection and handling of course material
  • Help you determine whether people in the class have learned what you have tried to teach
• Taxonomy of Objectives (Bloom 1984)

  • Cognitive (knowing)
  • Psychomotor (doing)
  • Affective (feeling, valuing)
• Course content is usually prescribed in the curriculum
• Organizing Content


  • Content must be designed and structured in a logical manner
  • From generalization to specifics or vice versa
• Factors Affecting Choice of Teaching Methods

  • Objectives and type of learning the teacher is trying to achieve
  • Course Content
  • Abilities and interests of the teacher
  • Compatibility between the teacher and the teaching methods and between the learners and the teaching methods
  • Number of students in the class
  • Educational resources available in an institution
• Effective Teaching Methods


  • Students acquire knowledge
  • Improve performance or skills
  • Enhance problem-solving skills
  • Save time for learning
  • Allow speed in the transfer of learning abilities to them
• Guidelines in Conducting Classes


  • The teacher is a specialist working with students
  • Select teaching methods
  • Fit the topic to the audience
  • Focus on the topic
  • Prepare an outline
  • Organize your points for clarity
  • Select appropriate examples
  • Present more than one side of an issue
  • Repeat points
  • Be aware of your audience
  • Be enthusiastic
  • Use visual aids
  • Provide "hands on" experience
  • Record important information in writing
  • Use movies and videos with captions
  • Repeat a question
  • Arrange for the student to sit comfortably
  • Provide new vocabulary or an agenda ahead of time
  • Stay in one place or move occasionally
  • Do not expect students to look in more than one place at a time
• Criteria for Textbook Selection

  • Authoritative and reliable
  • Revised periodically for updating
  • Mechanical factors
  • Purpose and objectives
  • Content are well organized
• Guidelines in Conducting First Day of Class


  • Begin by introducing self
  • Establish a pleasant atmosphere
  • Use a little humor
  • Give your expectations for the course
  • Review course syllabus or outline
  • Give general classroom rules
  • End introductory portion by trying to attract the learner's appetite for the topics to be discussed
• Guidelines in Conducting Subsequent Classes


  • Begin by gaining and controlling the attention of the learners
  • Assess the learners' background - how much they know about the topic
• Teaching method


  The general principles, pedagogy, and management strategies used for classroom instruction
• Instructional strategy


  The overall plan for a learning experience
• Instructional materials or tools


  The actual vehicles by which information is shared with the learner
• 3 Main Teaching Styles

  • Direct Instruction
  • Inquiry Based-Learning
  • Activity Based
• Direct Instruction


  • Highly structured method where the teacher acts as the resource person and transmitter of knowledge / information to learners
• Inquiry-Based Learning


  • Learners actively participate in the learning process
  • Learners construct their own understanding of concepts
  • Learners develop critical thinking and problem-solving skills
• Cooperative Learning


  • Learners work together in small groups to achieve a common goal
  • Learners develop teamwork and communication skills
  • Learners take responsibility for their own learning
• Traditional Teaching Strategies


  • Lecturing / Lecture
  • Discussion
  • Questioning
  • Audio-Visuals
  • Interactive Lectures
• Lecturing / Lecture


  A highly structured method where the teacher acts as the resource person and transmitter of knowledge / information to learners
• Lecturing is the oldest method, used to reinforce and supplement reference material, and very effective to impart knowledge to lower level of cognitive domain
• Purposes of Lecturing


  • An efficient means to introduce learners to new topics
  • Intended to stimulate learner's interest in a topic or subject
  • Can inspire people to apply or emulate personalities or information
  • Helps learner integrate or synthesize body of knowledge
  • Can clarify difficult portions especially when supplemented by graphics, charts, audio visuals
  • Valuable where rapidly and up-to-date books are not available
• Disadvantages of Lecturing

  • Places learners in passive role of a sponge
  • Few teacher/ facilitators are good lecturers
  • Little emphasis on problem solving, decision making, analytical thinking, or transfer of learning
  • Not conducive to meet learners' individual learning needs
• 3 Parts of a Lecture

  • Introduction
  • The body of the Lecture
  • The conclusion
• Types of Discussions


  • Formal Discussions (announced topic, reading, watching movie done in advance)
  • Informal Discussions (spontaneous)
• Purposes & Advantages of Discussion

  • Learns problem solving method (groups)
  • Opportunity to apply principles, concepts & theories
  • Clarifies information & concepts
  • Assists to evaluate beliefs/positions (professional, societal or ethical issues) > change in attitudes & values
• Disadvantages of Discussion


  • Takes a lot of time
  • One person/few participants (monopolies)
  • Gathering of uninformed opinions
• Questioning


  • Encourages learners to think critically and apply their knowledge
  • Helps assess learners' understanding
• Audio-Visuals


  • Handouts
  • Chalkboards or whiteboards
  • Overhead transparencies
  • Videotapes
  • DVDs
• Interactive Lectures


  A mixture of lecture and audio-visuals
• Activity-Based Strategies


  • Cooperative learning
  • Simulation
  • Case studies
  • Problem-based learning
  • Self-learning modules
  • Critical Thinking approach
• Cooperative Learning


  Learners are responsible not only for their own learning but for the learning of others
• Types of Cooperative Learning

  • Formal groups
  • Informal groups
  • Base cooperative learning groups
• Formal groups


  • Most effective in academic or classroom setting
• Informal groups


  • Can be used in any setting even in the community
• Base cooperative learning groups

  • Could be most applicable to preceptorship programs or new staff orientation