102 part 2

• 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; A statement of specific and short-term behavior; That must be achieved first before a goal is reached; Derived from a goal and must be consistent with it
• Educational or Instructional Objectives


  • Used to identify the intended outcome of the education process
• Behavioral or Learning Objectives

  • Action-oriented rather than content-oriented; Learner-centered rather than teacher-centered; The intended result of instruction; Describe what the learner is expected to do at the end of learning situation
• 3 Steps That Link Behavioral Objectives Together

  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 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 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
• Guidelines in Selection of Textbooks/References

  • 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
  • A little humor is helpful
  • 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
• Subsequent Classes: Begin by gaining and controlling the attention of the learners; Assess the learners background - how much they know about the topic