Health Education ➢ Objectives

Planning and Conducting Classes ➢ Course content

➢ Abilities and interests of the teacher
Routine Activity ➢ Compatibility between teachers and teaching
I. Opening Prayer methods
II. Attendance ➢ Number of students in the class
III. Recall ➢ Educational resources available in an institution
Planning Sequence
A. Develop a course outline or syllabus F. Choosing a textbook/ references
➢ contract between teacher and learners • major source of learning and provides specific
The course outline includes the ff: explanations and rationale of a particular topic
1. Title of the course • Basic guidelines:
2. Name of the instructor ➢ Authoritative and reliable
3. Course description ➢ Revised periodically for updating purposes
4. Course goals and objectives ➢ Mechanical factors
5. Outline of topics ➢ Purpose and objectives should be evident in the
6. Methods to be used preface and introduction of the book
7. Textbook and reference materials ➢ content
8. Methods of evaluation • Contents:
➢ Well organized and easy to understand
B. Formulate the objectives ➢ Scholarly in style and words used are simple and
• identifies what knowledge, skills, and values are expected understandable
of students ➢ Correlation is established with other courses in the
• guides in the selection and choice of course content and curriculum
materials ➢ Teaching and learning aids are complete such as
• determines student extent of learning derived from index, table of contents, references, illustrations,
teaching questions, problems and the like
• should be designed according to SMARTER principle Conducting the Class
➢ SMARTER objectives are: • After planning is completed, the teacher is now ready to
s – simple conduct the class
m – measurable ➢ “The first class often sets the tone for the whole
a – achievable/ attainable course”
r – realistic 1. Introduce yourself to the class
t – time bound ➢ preferred form of address
e – excellent value ➢ professional or personal information
r - rewarding 2. Welcome the class
• Taxonomy of objectives: ➢ read the names and get the correct
➢ Bloom’s Learning Domains pronunciations
o Cognitive – measures knowledge 3. Make sure everyone gets a copy of the course outline
o Psychomotor – measures performance 4. Commiserate about the early or late hour, or the weather,
o Affective – measure beliefs, attitudes and values and a little humor is helpful.
5. Cover general classroom rules
C. Selecting content ➢ rules and policies about attendance, tardiness,
• course content usually prescribed in the curriculum eating in the class, bathroom breaks, use of
different gadgets, etc
• course description guides the teacher in what to teach
6. Try to place the course or class in a larger perspective of
• teachers has the discretion of determining exactly what to
their professional or personal lives
include or to exclude on a particular topic
7. Begin the lecture proper by gaining and controlling the
attention of the learners.
D. Organizing content
8. It helps to walk around the periphery of the room instead of
• should be designed and structured in a logical sequence
standing behind the desk
• can move from generalizations to specifics or vice versa
9. Assess the learners by formally giving pretest or informally
• must be prepared in order to smoothly and facilitate clear
by asking questions.
understanding of the subject matter
10. Continue your class as planned in your teaching plan.
“A course that has been well planned and that starts out well
E. Selecting teaching methods
on the first session is already on the way to success.”
• most complex part of teaching
• Several factors to consider in the choice of best teaching
method to use:
 - can increase motivation, thought process and direct
them to a certain area of interest
Teaching Strategies - 7 Types of Questions
o Factual questions
Traditional Teaching ➢ demands simple recall or retrieval of
I. Lecturing information
- most traditional method associated with teaching in ➢ Ex: “What is fetal monitoring?”
which the teacher simply conveys the knowledge in a o Probing questions
one-way channel of communication. ➢ use to when you want to the learner to
- can be an efficient means of introducing learners to further explain an answer, or dig deeper into
new topics, integrate and synthesize a large body of the subject matter
knowledge from several fields or sources and to ➢ Ex: “Reasons why fetal monitoring is done
clarify difficult concepts during labor”
- Advantages of Lecturing o Multiple choice questions
➢ allows uniformity of knowledge to be learned for ➢ can be oral or written, can test recall and can
all students in a class be used to begin a discussion
➢ economical and cost effective ➢ Ex: “What are the most to least indicator of
➢ develops student’s listening abilities fetal distress requiring close monitoring?”
- Disadvantages of Lecturing o Open-ended Questions
➢ needs good lecturers to deliver topics according ➢ questions that require learners to construct
to students’ level of understanding an answer
➢ uses little emphasis on problem-solving, ➢ Ex: “When should fetal monitoring be used?”
decision-making, analytical thinking, and transfer o Discussion-stimulating questions
of learning ➢ questions which help the discussion move
➢ does not meet students’ individual learning along for a clearer or better view of the
needs subject matter
➢ allows limited attention span on the part of the ➢ Ex: “What would be the effect of fetal
learner monitoring to both the mother and the
fetus?”
II. Discussion o Problem-solving
➢ phrasing and sequencing questions carefully
- imparts the lesson to the students through
in order to guide learners in problem solving
interaction, gives opportunity to share insights or
thinking process
understanding of the topic
➢ Ex:” What other options do we have to
- give learners an opportunity to apply principles,
assess fetal status aside from fetal
concepts, and theories, as well as clarify information
monitoring?
and concepts
o Rhetorical questions
- topic is announced in advance
➢ questions for which one expect no answers
- Advantages of Discussion
at the time
➢ helps learn the process of group problem-solving
➢ Ex: “In what way will fetal monitoring
➢ supports student ways to develop and evaluate
promote safe labor and/or predict
their beliefs and positions
complications of labor?”
➢ allows students to assert their opinions or views
hence, application of new knowledge takes place
IV. Use of Audiovisual Aids
- Disadvantages of Discussion
- traditional method that can reinforce teaching and
➢ uses more time to think and interact
learning
➢ effective only in small groups due to time
- used as supplements to a lecture, as a prelude to
constraints
discussion, or a part of questioning strategy
➢ useful only if students come prepared with the
- can enhance teaching and add students’ interest and
needed background information
facilitates understanding
- Types of Audiovisual Aids
III. Question and Answer Techniques
➢ handouts or printed materials
- process by asking students about their insights and
➢ chalkboards or white boards
ideas regarding the subject matter
➢ overhead transparency
- integral to teaching and its use places students in an
➢ powerpoint slides
active role
➢ videotapes
- use to assess students’ competencies and baseline
knowledge
V. Interactive Lecturing ➢ also called self-directed learning modules/ self-paced
- Using the technique of lecture, discussion, learning modules/ self-learning packets/ individual
questioning and audiovisual can be effectively blend learning activity packages
together into an interactive learning. ➢ Components of Self-learning modules
Activity-Based Strategies - Introduction and instructions
• Cooperative Learning - Behavioral objectives
➢ involves small groups of learners who work together - Pretest
toward shared learning goals - Learning activities
➢ Ex: brainstorming, demonstrations, return - Self-evaluations
demonstrations, group projects - Post test
➢ Advantages of Cooperative Learning Computer Teaching Strategies
- group members learn to function as part of a • Computer-assisted instructions
team ➢ virtually any kind of computer used in educational
- teaches or enhances social skills settings including the ff:
- inculcates the spirit of team-building - Drill and practice
➢ Disadvantages of Cooperative Learning - Tutorials, simulations
- fast learners may be lag behind - Instructional management
- learning gap may exists between the fast and - Supplementary exercises
slow leaners - Programming
- Database development
• Concept Mapping • Internet
➢ lends visual assistants to students when asked to ➢ worldwide and publicly accessible series of
demonstrate thinking in a graphic manner to show interconnected computer networks that transmits
interconnectedness of concepts or ideas data by packet switching using the standard Internet
➢ helps students see their own thinking and reasoning Protocol (IP), consists of:
of a topic to depict relationship among factors, causes - E-mails
and effects - Online chats/meets
- File transfer
• Debate - Interlinked web pages
➢ fosters critical thinking which requires in-depth recall - World Wide Web
of topics for supporting evidence and for developing • Virtual Reality
one’s position in a controversial issue ➢ technology which allows the user to interact with a
➢ encourages analytical skills, recognizes complex computer-simulated environment, real or imagined
issues or concerns ➢ uses computer screen or stereoscopic displays with
➢ enhance communication skills and listening skills speakers or headphones
➢ Ex: simulations for pilot, combat training
• Simulations • Distance Learning
➢ practical exercises for the students representing ➢ This method includes computer learning and other
controlled manipulation of reality ways of giving instructions to students without the
➢ use of models of the human body or clinical situations usual classroom setting
which symbolizes reality ➢ Includes:
➢ learning skills in a safe and controlled setting without - teleconferencing
the risks of harm or injury - telephone techniques
➢ Four Types of Simulation Technique - two-way audio and video technology
- Simulation exercise - interactive television classes
- Simulation game - via internet
- Role-playing ➢ Advantages
- Case study - people from rural areas or those who are
homebound can have greater access to
• Problem-based learning information and even educational degrees
➢ involves confronting students with real life problems - larger variety of courses are accessible
which they are meant to solve on their own. - ability to learn on one’s own time
- opportunity to learn more about technology
• Self-learning modules ➢ Disadvantages
➢ provides materials needed for learning process - lack of face-to-face contact
without the intervention of the teacher - non-interactive
- technology problems such as inaccessibility
• Teaching Psychomotor Skills
➢ Action-oriented and requires neuromuscular • Background Knowledge Probe
coordination ➢ Used before teaching a new content to discover what
➢ Considerations in Teaching: the learners already know about the material
- Appropriate objective of the course ➢ Ungraded pretest
- Adapted to the capacity of students ➢ Hand out a few written questions for students to fill
- According to sound psychological principles, in or choose the answers
motivation and interest of the students ➢ Useful tool for directing the rest of your teaching
- Appropriate to the teachers’ personality and • Misconception/Preconception Check
capitalize on her special assets ➢ Helps to expose mistaken ideas that may hinder
- Creative and stimulates students’ interest to learning
learn ➢ Learners can be made aware of preconceived notions
Assessment and Evaluation and then led them to understand how these notions
Assessment do not fit with the truth
➢ Formative feedback that is done simply to find out • Self-Confidence Surveys
what and how well people are learning what we teach, ➢ Allows learners to express their possible lack of
without any intent to give a grade. confidence in learning certain content or skills
➢ Involves developing a short survey with five or six
Evaluation questions and a Likert-type measuring scale
➢ Used to include the process of measuring the extent of ➢ Ex:
learning and assigning a grade. May incorporate - 4-very confident 2-not very confident
formative and summative feedback - 3-somewhat confident 1-not confident
Learning Assessment (Classroom Assessment Test • Multiple-choice questions
CAT) ➢ Nursing examinations are often written in this form
• One-Minute Paper ➢ Very challenging to create but are very easy to score
➢ most commonly used ➢ Has 2 parts: stem- question itself / options-possible
➢ also called Minute paper answers or choices
➢ used in the last two or three minutes of the class ➢ Answer-correct option / distracters-incorrect option
period ➢ Can be a question or an incomplete statement
➢ ask learners to write down, on a half sheet of paper, ➢ Stem should clearly state the problem and should
answers to the following questions” What was the make sense
most important you learned today?” and “What Learning Evaluation
important point remains unclear to you?” ➢ Negatively stated stems should be avoided unless they
➢ a very quick way to obtain essential information about test for important points
the effectiveness of your class. ➢ Ex: incorrect- “Which phrase does NOT define
• Muddiest point atelectasis?”
➢ Another popular assessment technique
➢ Correct- All of the following statements define
➢ First used by Mosteller (1989) at Harvard University
atelectasis, EXCEPT…
➢ Very simple and quick to use
➢ Nonsense distracters should not be used
➢ Ask learners, ”What was the muddiest point in
today’s class?” ➢ Options should be grammatically consistent with the
➢ Discovers which areas learners struggle with the most stem
and finds better ways to deal with the content in the ➢ Options should be fairly short and about the same length
future ➢ Option should be placed in logical order
• Directed Paraphrasing ➢ Avoid qualifying terms such as always, sometimes,
➢ Requires learners to put into their own words usually, and never
something they have just learned ➢ Alter the positions of answers in MCQ
➢ Can be used in the classroom, out of the classroom
assignment or with patient teaching • True-False questions
• Application Card ➢ Designed to test a learner’s ability to identify the
➢ Technique especially useful for nursing
correctness of statements of fact or principle
➢ Ask learners to take a few minutes and write on an
➢ Limited to lowest levels of knowing, knowledge and
index card at least one possible application of the
comprehension
content to the real world, (like: essential principle,
theory, or body of information ➢ Weak evaluation-learners has 50/50 chances of
➢ Can be read and share the best ones or you can guessing the right answer
shuffle the cards to the class ➢ Make sure that the statement are clearly true or
false and contains one idea
 ➢ True-False questions modifications: ask the rationale • PENCIL
or rewrite the false statement to make them true ➢ Reminds us to be thankful and we should list our
• Matching Questions blessings daily, but also encourage our students to
➢ Lowest level of knowing list their blessings and to be proud of their
➢ Useful in determining if learners can recall the accomplishments.
memorized relationships between two things • ERASER
➢ Are easy to construct and to score ➢ Reminds us to allow students to know we are human
➢ Should be used sparingly and make mistakes just like they do, and it’s ok. We
➢ Set up as two lists: left-premises/ right-responses must all be able to learn from our mistakes.
➢ List should be homogenous-all related in one topic or • CHEWING GUM
concept ➢ Reminds us to stick with it and encourage our
• Essay-Typed Questions students to do likewise. Even impossible task or
➢ Valuable in measurement tool but are not used in assignment can be accomplished by sticking to it.
nursing examination • MINT
➢ Time consuming, thus limiting the amount of ➢ Reminds us and our students we are worth a mint.
knowledge sampling you can accomplish in a short (We may not be paid a mint but are worth one.)
time • CANDY KISS
➢ Time consuming to score ➢ Reminds us that everyone needs a hug, kiss, or warm
➢ Highest level of knowing, especially analysis, fuzzy everyday.
synthesis, and evaluation ➢ (All teachers, students, parents, and even
➢ Short-answer questions- restricted response administrators)
➢ Full essay questions-extended response • TEA BAG
Learning Assessment of Clients ➢ Reminds us we need time to relax
• Few true-false questions in written and oral false ➢ Go over our blessings, and take time for others.
• Fact sheet summary Family, husbands, wives, friends, children need
• Interview quality time together.
• Return demonstration
• Most important outcome of patient teaching is generally
a change in patient behavior related to health care
practices
Qualities of Good measurement
• Should be based on learning objectives
• Devised after careful thought or planning, either before a
course begins or at least before examination time
• Should have test blueprints or Table of specifications
Lecture finale
• A teacher’s survival kit for everyday living

A teacher’s survival kit for everyday living

• TOOTHPICK
➢ Reminds us to look for the good qualities in our
students. You may be the only teacher who says
something positive to them to stay.
• RUBBER BAND
➢ Reminds the teacher that they have to be flexible.
Things don’t always go the way we plan, but
flexibility will help to work it out.
• BAND AID
➢ Reminds the teacher that sometimes we do more
than teach, that we help hurt feelings, broken
dreams, and lend an ear to a problem.