DEVELOPING A HEALTH

EDUCATION PLAN
CONTENT OF DEVELOPING A
HEALTH EDUCATION PLAN

A. Elements B. Objectives

C. Strategies &
Methodologies D. Resources

E. Evaluation
LESSON OBJECTIVES
Identify and describe the elements utilized for developing health
1 education plans;

2 Formulate and develop a course outline/ syllabus/ teaching plan

3 Classify and develop appropriate objectives for learning

4 Identify and adapt suitable strategies and methodologies

Identify and integrate resources for developing the health

5 education plan
Evaluate the suitable strategies and methodologies used to develop
6 for health education plan.
 A. ELEMENTS
1. Core Competencies
2. Curriculum
a) Curriculum Development
b) Curriculum Design
c) Curriculum Framework
3. Instructional Guides
d) Course Syllabus
e) Self-Instructional Module
f) Lesson Plan/ Teaching Plan
CORE COMPETENCIES
Example of Core Competencies for Nursing Practice
Example of Core Competencies for
Midwifery Practice
CURRICULUM
▪ This can be defined as the
totality of learning
activities that are designed
to achieve specific
educational outcomes
(Bevis, 1982).
▪ The totality of formal and
informal content that imparts
the skills, attitudes, and
values considered important
in achieving specific
educational goals.
▪ The term “curriculum” can
refer to both written
document and the actual
practice of implementing an
academic program.
▪ A deliberate process, not an
event, that takes concentrated
time, effort and faculty
commitment (Dillard & Laidig,
1998).
▪ A systematic, logical, and
dynamic process for
achieving organized
learning.
▪ It enables educators to
articulate the characteristics
of the graduates and the
curriculum design, as well as
the content, teaching
methods, assessment of
student’s achievement and
program evaluation.
Curriculum Development
Steps in the technical approach to curriculum development
include:
• Define the goals; purposes, or
1 objectives

• Define experiences or activities

2 related to the goals

3 • Organize the experiences

4 • Evaluate the goals

Curriculum Design Model
ADDIE INSTRUCTIONAL DESIGN
MODEL
 ASSURE
INSTRUCTIONAL
DESIGN MODEL
GAGNE’S NINE
EVENTS OF
INSTRUCTION
MERRILS PRINCIPLES OF
INSTRUCTIONAL DESIGN
MODEL
KEMP’S INSTRUCTIONAL DESIGN MODEL
Curriculum Framework ▪A curriculum
▪An organizing framework framework provides a
also facilitates the way for faculty to
sequencing and conceptualize and
prioritizing of knowledge organize knowledge,
in a way that is logical skills, values, and
and internally consistent beliefs that are critical
(Finke & Boland, 1998). to the delivery of a
coherent curriculum.

A framework organizes the curriculum, whereas a

philosophy provides a belief and value base for the
curricular structure and content.
CURRICULUM FRAMEWORK MODELS
Curriculum Framework… Existing nursing theorist models

The epistemological (concept) model

 A teachers should be able to
INSTRUCTIONAL GUIDES undertake with proficiency is
preparing a wide variety of
instructional materials, ranging from
the daily lesson plan to a syllabus for
a particular course.
They must be knowledgeable in
organizing and developing
materials used for daily classroom
instructions as well as learning units
in the form of modules and self-
learning kits.
Said curriculum materials offer the
best means by which they can
provide the students the right
direction and assistance in achieving
the desired instructional objectives.
Types of Instructional Materials

Course Syllabus

Self-Instructional Modules

Daily Lesson Plan/ Teaching Plan

Types of Instructional Materials:

COURSE SYLLABUS
The most basic curriculum material
that a teacher should be able to
prepare is the course syllabus.
This defines the learning objectives,
summarizes learning activities,
informs the students of expectations
for achievement, and describes the
methods of assessment that will be
used.
COURSE SYLLABUS
This Photo by Unknown Author is licensed under CC BY
Types of Instructional Materials:

Self-Instructional Modules
self-pacing wherein the student
progresses through the learning tasks
at his own rate.
It is described as a self-directing since
it includes instruction on how the
various activities will be pursued.
Classroom instruction using modules
is a self-pacing wherein the student
progresses through the learning tasks
at his own rate
 Types of Instructional Materials:

Daily Lesson Plan/ Teaching Plan

A daily lesson plan is a blueprint that guides a teacher on what
she will teach and how she will go about it.
The teaching plan in the educator’s compass in the voyage
towards a successful teaching-learning venture. What will
determine the direction of the compass are the pre-determined
goals and objectives that have been set by the learner and the
teacher.
Daily Lesson Plan/ Teaching Plan
To insure ease and efficiency in preparing
one, a teacher should possess the following
qualifications:
▪Adequate knowledge about the topic to be
taught.
▪Facilitate in preparing clear the precise lesson
objectives.
▪Skill in employing a wide range of strategies and
procedures.
▪Preparedness in assembling the materials and
tools that will be needed.
▪Knowledge of assessment and evaluation
techniques.
Sample Teaching Plan
 B. OBJECTIVES

Behavioral
Objectives
Objectives

Goals
▪ The final outcome of what is achieved at the end of the
teaching–learning process.
▪ Goals are global and broad in nature; they serve as
long-term targets for both the learner and the teacher.
▪A specific, single,
unidimensional
behavior; short-term in
nature and should be
achievable at the
conclusion of one ▪Statements that describe what
teaching session or the students will know and be
within a matter of a few able to do after completing the
days following a series course. The students should
of teaching sessions. be interested in the objectives
–they want to know what they
are going to learn.
Figure 2.1 How objectives guide
teaching.
Goals vs Objectives
Course Design Structure: Sample
Behavioral Objectives
▪The intended result of instruction, not the
process or means of instruction itself.
▪The role of behavioural objectives for
effective teaching; describes how to write
clear and precise behavioral objectives;
explores the levels of achievement in the
taxonomic hierarchy of cognitive, affective,
and psychomotor domains; and outlines the
development of teaching plans and learning
contracts.
 Format for Writing Behavioral
Objectives:
1. PERFORMANCE
-what the learners is expected to be Ex. “writing” or “listing,” or invisible,
able to do or perform to demonstrate such as “identifying” or “recalling.”

2. CONDITION
The testing situation under which the
Ex. After the 15-minute discussion on
behavior will be observed or the
hypertension…
performance is expected to occur.

3. CRITERION
how well or with what accuracy the the standard, quality level or amount
learner must be able to perform of performance
 Steps of Making Behavioral
Objectives

PERFORMANCE
• 1. Identify • 3. State the
the testing • 2. State the performance
situation learner and level
the learner’s
behavior
CONDITION CRITERION
 Making Behavioral Objectives
For example:

“Following a 20-minute teaching

session on hypoglycemia (condition),
Mrs. Smith will be able to identify
(performance) three out of four
major symptoms of low blood sugar
(criterion).”
 Figure 2.2 More examples of putting
together Behavioral Objectives.
CONDITION (Testing situation)
1. Without using PERFORMANCE (Learner behavior)
a calculator… CRITERION (Quality of Accuracy)
2. Using a 1.solve…
model… 2. demonstrate… 1. 5 out of 6 problems.
3. Following 2. The correct
group procedure.
3. list…
discussion… 3. At least two reasons.
4. After 4. With 100% accuracy.
watching a 4. select…
video…
Types of Behavioral Objectives:
Educational or instructional
objectives
• used to identify the intended outcomes of
the education process
Behavioral or learning
objectives
• action-oriented rather than
content-oriented and learner-centered
rather than teacher-centered
From General to Specific Objectives…

General Behavioral Specific Behavioral

Objectives Objectives
• do not include the • close-ended statements
condition or criterion for that incorporate the
learning; condition and criterion for
• Open-ended statements learning;
that lend themselves to • More prescriptive and
be used in evaluating predictive for the
higher cognitive skills measurement of outcomes.
 Rules to Follow in Writing
Behavioral Objectives:
1) Make sure you are describing the behavioral of the students
and not the teacher’s.
2) A behavior can be described as observable in the form of an
outcome verb. Example: identify, arrange, measure.
3) Describe the criterion for evaluating an acceptable
performance of the behavior. Example: measure the height of the
seedling after one week.
4) Specify important conditions under which the student will
perform the behavior. Example: measure the height of the
seedling after one week.
5) Remember to measure only one outcome verb for each
objective.
SOURCES OF INSTRUCTIONAL OBJECTIVES
The taxonomy of educational
objectives prepared Benjamin Bloom
(1982). It is divided into three large
domains:
THE COGNITIVE DOMAIN
Bloom’s Taxonomy vs Revised Taxonomy
a. Remember a) Remember
b. Understand b) Understand
c. Apply c) Apply
d. Analyze d) Analyze
e. Synthesis e) Evaluate
f. Evaluation f) Create
Cognitive Objectives are those that use
academic knowledge to develop the intellectual
abilities of students.
Active/ Passive Learning in Bloom’s
Taxonomy
THE AFFECTIVE DOMAIN

Receiving Responding

Valuing Organization

Characterization
by value
 THE PSYCHOMOTOR DOMAIN
▪Examples of skills in the psychomotor domain are eye
coordination for viewing visuals arts, intricate use of
complex equipment in laboratory tasks and
communicating intentions with facial and hand gestures.
▪ Six categories of objectives in the
psychomotor domain are:
1. Reflex movements
2. Basic fundamental movements
3. Perceptual abilities
4. Physical abilities
5. Skilled Movements
6. No informal Communications
ASSIGNMENT:
Identify the following objectives made based
on:
•COGNITIVE DOMAIN: Content and Delivery
•PSYCHOMOTOR DOMAIN: Content and Delivery
•AFFECTIVE DOMAIN: Activity if any or may be
imbedded or included in other activities
 C. STRATEGIES &
METHODOLOGIES
Teaching/Learning Strategies
•The processes that are used for the
actual delivery of the curriculum.
•The following list describes some
principles that should be considered
when choosing teaching/ learning
strategies.
Teaching/ Learning Strategies…
▪ Active student participation in
learning activities, accompanied by Feedbacks
faculty feedback comprises one of the
most powerful experiences in the
learning process”
▪ Passive learning: these activities can
present a great deal of information in a Passive
Learning
short time. Ex. Lecture notes,
handouts, and audio-visual media can
Active Student
be prepared ahead of time and faculty Participation
members feel comfortable because
they are in control. Students are
socialized to these methods and little
student cognitive effort is required
 METHODS IN TEACHING
1. Determining Methods: Factors to
consider in Choosing a Method
❖Objectives
❖Subject matter
❖Learners
❖Educational technology
❖Teacher
❖School Environment
❖Safety measures
 METHODS IN TEACHING…
2. Principle for Determining Methods.
a. Utilize the theory of self-activity.
b. Utilize the laws of learnings.
c. Aid the learner in defining his own purposes….
d. Start from what is known already to the students.
e. Be based on the accepted, well integrated educational theory and
practice…
f. Provide the learners with numerous and diverse learning experience
or activities.
g. Challenge and encourage the learner to further activities…
h. Provide opportunity for the learners to ask and answer questions.
i. Be supplemented by other method.
 TYPES OF TEACHING METHODS
DIRECT TEACHING
*Teacher-centered approach: The teachers
transmit information directly to the learner via:
1. Deductive methods
2. Demonstrating or Showing methods
3. Lecture method
TYPES OF TEACHING METHODS
INDIRECT TEACHING
*Learner-centered approach: is learner
controlled; students search for information
via:
1. Concept development method
2. Discovery method
3. Inductive method
4. Laboratory method
5. Problem-solving method
6. Project method
 DALE’S CONE OF EXPERIENCE
TEACHING STRATEGIES ▪ Reflective Teaching
▪Brainstorming ▪ Role playing
▪Cooperative learning ▪ Simulation
▪Dale’s Cone of ▪ Small Group Instruction
Experience ▪ Socratic Method
▪Distance Learning ▪ Symposium
▪Field Trip ▪ Multiple Intelligence (MI)
▪Metacognitive
Teaching
▪Panel
▪Peer tutoring
▪Problem based Brainstormin
Learning g
 DETERMINING LEARNING ACTIVITIES
• These are activities engaged in by the
learner for the purpose of acquiring
certain skills, concepts, or
knowledge with or without teacher’s
guidance.
• It provides opportunities for students to
model ways of thinking and learning,
practice skills and processes,
extend knowledge, learn from a wide
range of sources (including other
students), gain feedback on progress,
engage deeply in the subject matter,
and participate actively in the learning
progress.
 DETERMINING LEARNING
ACTIVITIES
1. Principles in Selecting Learning Activities
▪Learners must profit from the experience.
▪Learning activities must provide for the attainment
of a set of objectives.
▪Learning activities must be provide for the
attainment of a set of objectives.
▪Learning activities must challenge the learners to
ask questions.
▪Learning activities must provide opportunities for
content mastery as well as broad and deep study.
DETERMINING LEARNING ACTIVITIES
2. Criteria in Selecting Learning Activities
❖Appropriateness
❖Feasibility
❖Variety
❖Optimal Value
 D. RESOURCES
•Content is not restricted to
text alone and the content
students study should help
them make connections with
what they learn in other areas, •Available materials should provide
including those outside of the multiple teaching options, such as
school. small-group discussion, role playing,
independent study, out-of-class (e.g.,
Web-based) assignment, or
laboratory practice for teachers to
pursue (Eisner, 1990).
 Available Materials
❖ Classroom activity (lecture, role
playing, large-group activity)
❖ Small-group activity
❖ Independent activities (e.g., term
papers, readings)
❖ Laboratory exercises/ Related learning
experiences (school, clinical)
Guidelines For Learning Resources
1) Preparing Exhibits, Displays and
Conducting Fairs
2) Using Videos and Electronic
Gadgets
3) Setting up a mini-reference section
4) Undertaking field studies/ study
tours
5) Establishing Linkages with the
Community
6) Joining Interest Clubs and
Recreation Centers
7) Conducting Contests and Quizzes
 Other Teaching Devices
Types of Instructional Materials
a. Concrete objects Includes objects from nature.
b. Representations or replicas
Examples are:
▪ Globes
▪ Maps
▪ Diorama
▪ Miniature of large objects
▪ Flipcharts
▪ Pamphlets/ leaflets/ brochures
Advantages of Using Teaching
Devices:
❖ Concrete objects and materials
❖ Infrastructures
❖ Microorganisms and other minute organs
❖ Great world events and technological
breakthroughs
❖ Instructions (Availability of books, magazines)
❖ Information (locations, directions, sizes, maps)
❖ Internal organs (Scanners, gadgets, machines)
❖ Simple lessons on art production
❖ Literary pieces (poems, essays, novels, etc.)
❖ Electronic devices and equipment
❖ Simulations (events in realistic manner)
 E. EVALUATION
Curriculum Evaluation
▪Curriculum evaluation is summative, or
outcome-based, and judged by the characteristics
of the graduate.
▪Congruence with instructional goals, criteria, and
standards, and use for planning is necessary.
▪ Evaluation of curriculum elements is
necessary as the curriculum is being
implemented; evaluation of the total curriculum is
relevant after graduation of the first student
cohort.
❖ The flow of the content
elements can be seen
Criteria for assessment of the
within all of the curriculum process:
components, especially
between the philosophy
and learning experiences.
❖ The terms used may
have a variety of
meanings within the
discipline but they must
be consistent in their
meaning within the
specific program.
❖ The ideas expressed
among and within each
component are
supportive rather than
contradictory.
 Evaluation Process

CONTEXT INPUT PROCESS OUTCOMES

Evaluation Process…

Criterion-r • student
achievement of
eferenced content within
Evaluation objectives

Norm-refer • compares students

to others at a
enced similar level (e.g.,
Evaluation board exam results)
Specific Purposes of Evaluation
1. Analyze the learner’s learning
styles.

2. Diagnose learner’s strengths and

weaknesses.

3. Appraise achievement through the

development and learning outcomes

4. Determine the effectiveness of a

teaching methodology.
CONTENT OF DEVELOPING A
HEALTH EDUCATION PLAN

A. Elements B. Objectives

C. Strategies &
D. Resources
Methodologies

E. Evaluation