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Directed

The document outlines three instructional strategies for teaching concepts: the directed-inductive strategy which moves from specific examples to a general concept, the directed-deductive strategy which starts with a definition and uses examples, and the discovery-transductive strategy where the teacher facilitates creative activities and students experiment. It also provides an overview of health education, including its goals of improving health knowledge, attitudes, and behaviors, as well as the scope and principles of health education across different settings and factors that influence health promotion.

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Wiljohn de la Cruz
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20 views3 pages

Directed

The document outlines three instructional strategies for teaching concepts: the directed-inductive strategy which moves from specific examples to a general concept, the directed-deductive strategy which starts with a definition and uses examples, and the discovery-transductive strategy where the teacher facilitates creative activities and students experiment. It also provides an overview of health education, including its goals of improving health knowledge, attitudes, and behaviors, as well as the scope and principles of health education across different settings and factors that influence health promotion.

Uploaded by

Wiljohn de la Cruz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Directed – Inductive Strategy.

In this strategy the teacher directs instruction step by step from


the particular to the general, moving from examples or attributes to a generalized meaning of the
concept. The expository role of the teacher in the following example of instruction on the
concept value should be noted.
1. Identify the examples or critical attributes of the concept to be developed.
2. Identify non-examples (nonexemplars) of the concept.
3. Have students give examples (exemplars) and non-examples (nonexemplars) of the
concept.
4. State the general meaning of the concept.
5. Have students use the term and find other examples and non-examples.

Directed – Deductive Strategy. In this strategy, the teacher starts with the definition of the
concept and moves to particular examples of it. The teacher provides direct instruction in all
phases except the last one in which students state the definition and give examples of the
concept.
1. State the concept to be learned.
2. Identify critical attributes of the concept.
3. Provide examples to clarify the concept.
4. Present non – examples to further clarify the concept.
5. Have students state or write a definition and give examples.

Discovery – Transductive Strategy. This strategy is useful in creative expression in a variety of


forms in which divergent thinking is emphasized. It is also used in situations in which students
are to associate, relate, or compare words, numbers, patterns, themes, forms, and other items in a
variety of ways. The teacher’s role is primarily that of facilitator and stimulator. The student’s
role is that of manipulator and experimenter. Main phases of the strategy are the following:
1. Arrange materials or provide data for students to use.
2. Stimulate creative thinking by questions or comments.
3. Provide time for students to use the materials or process the data.
4. Provide opportunities for students to share, enjoy, and discuss the different outcomes
of the activity.

UNIT I: PERSPECTIVE ON HEALTH EDUCATION

I. Health Education Overview


Health Education – process of assisting individuals, acting separately or collectively, to make
informed decisions on matters affecting individual, family and community health

Philosophy and Principles of Health Education


 Health Goal –the predetermined purpose of the health learning experience
 Mission on Health Education – to provide the individual with the ingredients necessary for more
effective living
Three (3) Chief Goals of health education
1. Acquisition of health knowledge
2. Improvement or reinforcement of health attitude
3. Improvement or reinforcement of health behavior

Aims and Purposes of Health Education


1. To ensure that the community accepts health as a valued asset
2. To equip individuals with knowledge and skills and to influence their attitude so as to help them
solve their own health problems
3. To promote development of health practices

Principles of Health Education


1. Health education considers the health status of the people.
2. Health education involves learning.
3. Health education involves motivation, experience and change in conduct and thinking.
4. Health education should be recognized as a basic function of all workers.
5. Health education takes place in the home, in the school, in the workplace and in the community.
6. Health education is a cooperative process.
7. Health education meets the needs, interests and problems of the people affected.
8. Health education is achieved by doing.
9. Health education is a slow and continuous process.
10. Health education makes use of supplementary aids and devices.
11. Health education utilizes community resources.
12. Health education is a creative process.
13. Health education helps people attain health through their own efforts.
14. Health education makes careful evaluation of the planning, organization, and implementation of
all education programs and activities.

Scope of Health Education


Health education includes not only instructional activities and other strategies to change
individual health behavior but also organizational efforts, policy directives, economic supports,
environmental activities, mass media, and community – level programs.
It covers the continuum from disease prevention and promotion of optimal health to the
detection of illness to treatment, rehabilitation and long – term care.

Areas for Client Education:


1. Promoting health

2. Prevention of illness or injury

3. Restoration of health

4. Adapting to altered health and function

Factors Integral to health Education and Health Promotion


1. Intrapersonal Factors
2. Interpersonal Processes and Primary Groups
3. Institutional factors
4. Community Factors
5. Public Policy

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