Implementing of Health Education Plan

• Conducting the class

  
  

  1. The first class

  2. Begin introducing yourself

  3. Welcoming the class can establish a pleasant atmosphere

  4. Reading names and getting correct pronunciation
• WARM-UP AND INTRODUCTION


  1. Grab the attention of the students

  2.Provides the interest/motivation factor

  3. Set the tone for the lesson connected to the objective
• PROCEDURES AND PRESENTATION

  1. Provides a quick review of previous learning

  2. Provides specific activities to assist students in developing the new knowledge

  3. Provides modeling of a new skill (A picture is worth a thousand words, I do, We do, You do!)
• Discussion of the topic

  1. Make a lesson relevant

  2. Ask open-ended questions

  3. Allow students to develop own questions

  4. Integrate diverse teaching strategies

  5. Talk at appropriate level

  6. Break assignments into small chunks
• Innovative Methods of Teaching

  I hear and I forget, I see and I believe, I do and I understand
• TEACHING WITH SENSE OF HUMOUR

  • Laughter is a natural, universal phenomenon, with beneficial effects, both physical and psychological
  • Everyone loves a teacher with an infectious sense of humor
  • Cordial relationship
  • Ability to relax people and reduce tension
  • Advertising strategy
  • Students enjoys humor in forms of funny anecdotes
• MNEMMONICS - WORDS- WORDS – WORDS APPROACH


  1. Concept approach

  2. Associated meaning

  3. Increase word power

  4. Dictionary
• The Three Areas of Classroom Management

  • Discipline
  • Instruction
  • Motivation
• 5 Elements to Discipline

  • Get students on task
  • Keep students on task
  • Suppression of disruption
  • Building patterns of cooperation
  • Mutual respect within the classroom
• PRACTICE APPLYING WHAT IS LEARNED

  1. Provide multiple learning activities

  2. Guided practice (teacher controlled) (Use a variety of questioning strategies to determine the level of understanding, Journaling, conferencing)

  3. Independent practice (Practice may be differentiated)

  4. BUILD ON SUCCESS
• Summary


  Lesson Wrap-up: Leave students with an imprint of what the lesson covered (Students summarize the major concepts, Teacher recaps the main points, Teacher sets the stage for the next phase of learning)
• Types of Evaluation

  • Process (Formative) Evaluation
  • Outcome (Summative) Evaluation
• Process (Formative) Evaluation

  Occurs more frequently during and throughout every learning experience than any other type (Example: quizzes, prelim exam)
• Outcome (Summative) Evaluation

  To determine the effects or outcomes of teaching, its intent is to sum what happened as a result of education, after teaching has been completed or after a program has been carried out, it is focusing on measuring long-term change that persists after the learning experience
• Guiding questions in outcome evaluation

  • Was teaching appropriate?
  • Did the individual(s) learn?
  • Were behavioural objectives met?
• Evaluation Methodologies


  • Cognitive Domain (Written test, Oral test, Observational rating scale, Questionnaire)
  • Attitude Domain (Direct observation, Rating scale, Checklist)
  • Psychomotor Domain (Direct observation, Practical tests, In real Situation, In simulation condition)
• Qualities of a test

  • Directly related to educational objectives
  • Realistic & practical
  • Concerned with important & useful matters
  • Comprehensive but brief
  • Precise & clear
• Confucius: 'Tell me and I forget, Teach me and I remember, Involve me and I learn.'