This may help understand the different Strategies and Methodologies in conducting Health Teaching or Education

1. INSTRUCTIONAL HEALTH PLANNING AND
DEVELOPING THE HEALTH EDUCATIONAL PLAN
IMAP Foundation School of Midwifery, Inc.
Chapter 6: Strategies & Methodologies in teaching and learning

2. Material to be used in lesson:
• PowerPoint Presentation
• Laptop
• Projector / TV
• Chair
• Balloons
Time allotment : 3HRS.

3. Review
1. What are the Maslow’s hierarchy of needs?
2. Give at least 2 criteria for prioritizing Learning
needs.
3. The father of modern Psychology?
4. A structures that begins with reflexes in
infancy evolving into schemata.
5. How many levels does a moral development?
6. What are the 4 types of Readiness to learn?
7. The art and science of helping adults to learn.

4. Teaching – Mother Class
(Entails Preparation and Planning)
• Ensure that topic, chairman/moderator,
speakers, logistics, physical set-up /
preparation & especially participants are well
– organized & informed
• Ensure that aside from gathering the target
number of participants
• Methods, techniques, device & structures
developing the teaching plan ( program
objectives, available time, human & material
resources, etc) will be put to place.

5. Health Education Plan
•May emphasize a phase of the
behavior change process that is
related to the Client’s health
needs/problem
•May also follow the sequence of
that process, from pre-training to
the continued performance of a
behavior that helps resolve a
health needs / problem.

6. Written Teaching Plan
•represent a “package” of educational services provided to
a participant, consumer or “student’.
•Therefore should be written from the participant’s
viewpoint.

7. The process of generating a teaching plan helps the Health
Educator:
1. Recognize and use methods of learning that
involve the client as an active participant.
2. Include a list of specific actions or abilities
that the client may perform at intervals during
the educational intervention and at the end.
3. Clarify what he expects the expects the
students to do when the educational
intervention is over.

8. THE PLANNING SEQUENCE
2. FORMULATE GOALS
AND BEHAVIORAL
OBJECTIVES
1. PREPARE THE TEACHING PLAN

11. Needs Assessment Improvement Cycle

12. STEPS IN WRITING A HEALTH EDUCATION PLAN:
a. Assess the learning needs by answering the following:
1. What are the characteristics and learning capabilities
of the learner or client?
2. What needs have been identified and prioritized in
terms of health promotion, risk reduction, and health
problems?
3. What knowledge does he/she already have in relation
to the subject matter?
4. Is the client motivated to change unhealthy behaviors?
5. What are the barriers or obstacles to learning that the
health educator has identified?

13. • Behavioral objectives
act as the guide or
compass of the
educator inplanning,
implementation,and
evaluation of teaching
and learning outcomes.
2. FORMULATE GOALS AND BEHAVIORAL OBJECTIVES

14. Definition of terms (Bastable, 2003)
Educational or Instructional
Objectives
Behavioral or Learning Objectives
• Used to identify the intended
outcomes of the Education
process
• Make use of modifier behavioral
or learning to indicate that they
are action-oriented rather than
teacher-centered:
• Describe what the learner is
expected to do at the end of the
learning situation.

15. • Final outcome or what is achieved
at the end of the teaching-
learning process
• The desired outcome of learning
• Long-term target
• A specific, single,
unidimensionalbehavior
• 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.

17. Together, objectives and goals serve as a road
map that provides directions(objectives) as to
how to arrive at a particular destination (goal)

18. 3 steps that link behavioral objectives together
include:
1.Identify the testing
situation (condition)
2.State the learner and the
learner’s behavior
(performance)
3.State the performance
level (criterion)

19. EXAMPLE:
A. After 20 minutes of demonstrating the different postures
for breastfeeding (Condition), Aling Minda will be able to
demonstrate (Performance) three out of five (Criterion)
breastfeeding postures.
B. After watching a demonstrationon parenteral
administrationof drugs (Condition), the student nurse will
be able to correctly administer (Performance) intramuscular
injection of Vitamin K to the newborn (Criterion).

20. Three – Part Method of Writing Behavioral
Objectives
Condition Performance Criterion
The learner will be able
to:
Without using a
calculator
Solve 5 out of 6 problems
Using a model Demonstrate The correct procedure
Following a group
discussion
List At least 10 names
Using the Performance
criteria
Selectl With 100% accuracy

21. TAXONOMY

22. • TAXONOMY-Is the classification,categorizationor arrangement
of things based on their relationship with one another.
• Taxonomy of EducationalObjectives by Bloom), et al (1956) – is a
tool for the systematic classificationof behavior objectives
• Divided into 3 broad categories of domain:
1.Cognitive
2.Affective
3.Psychomotor
These 3 are interdependent and can be
experienced simultaneously

24. • The objectives in each domain are arranged in a hierarchy where simple behaviors are placed
at the lowest level and the more complex behaviors are listed at the top of the hierarchy
• Learners must successfullyaccomplish the behaviors at the lower level before they can be
adequately learn the behaviors at the more complex levels
3 Domains of Behavioral Objectives

25. 1. COGNITIVE DOMAIN
• known as “thinking domain”
• the most influential mapping of the cognitive
terrain is still the extensive classification system
devised by Benjamin Bloom and his colleagues
• Known as Blooms taxonomy – which claims that
cognitive abilities can be measured along a
continuum from simple to complex.
• The cognitive category includes strategies related
to the student’s learning or encoding of material
and facilitation of retrieval of information.

26. COGNITIVE DOMAIN

27. a. KNOWLEDGE – ability to memorize, recall, define, recognize,
oridentify specific information like facts, rules, principles,
conditionsand terms
b. COMPREHENSION – ability of the learner to understand
orappreciate what is being communicatedby defining or
summarizing it in his or her own words. Knowledge is a
prerequisite component
c. APPLICATION – learner’s ability to use or relate ideas,
concepts,abstractions, and principles in particular and concrete
situations like figuring, writing, reading, or handling equipment.
Knowledge and comprehension are prerequisite behaviors

28. d.ANALYSIS – ability of the learner to recognize, examines, scrutinize
and structure information by breaking it down into its constituent
parts. The first 3 levels are prerequisite behaviors.
e. SYNTHESIS – learner’s ability to put together or merge parts and
elements into a unified whole by creating a unique product or
output that is written, oral or pictorial. The first 4 level are
prerequisite behaviors
f. EVALUATION – learner’s ability to judge, assess or appraise
thevalue, significance, importance of something like an essay,
designor action using appropriate standards or criteria. All 5 levels
are prerequisite.

29. Teaching methods most commonly used in the
cognitive domain:
a.Lecture/discussion,one-
to-one instruction,
programmed instruction
b.Simulations and games,
computer-assistedprograms
c.Modules, projects and
role-playing
These teaching methods are designed to transmit or give information
resulting to a change in behavior because of the lessons, principles,theories or
concepts learned.

30. • “feeling domain”.
• It involves increased internalizationor
commitment of feelings expressed as
emotions, interests, attitudes, values,
appreciations…andhow these are
incorporated into one’s personality or
value system.
• Affective competencies involve moral
reasoning and ethical decision-making.
2. AFFECTIVE DOMAIN

31. Levels of affective behavior

32. a.Receiving – ability of the learner to show awareness of an idea or
fact or consciousnessof a situation or event in the environment
and motivation to selectively focus on a data or stimulus
b.Responding – learner’s ability to react to an experience then
voluntarily accepts and enjoys this new experience. Receiving is
aprerequisite behavior
c.Valuing – learner’s ability to accept or regard the worth of a
theory,idea or event where there is definite willingness and
intention to be have in a manner befitting that value. Receiving
and responding is a prerequisite behavior.

33. d.Organization – ability of the learner to sort out, categorize,
classifyand prioritize values and integrating or adopting a new
value into one’s present value system, identify how these
values areinterrelated and to classify what values are dominant
or pervasivein his/her life. All preceding behaviors are
prerequisitee.
e. Characterization – learner’s ability to integrate values into a
total philosophy (way of life) or world view and showing
firmcommitment and consistency in applying these values into
thevalue system or a cluster of values. All of the preceding
behaviorsare prerequisites

34. •increases interest and motivation to learn
about feelings, values, beliefs and attitude
related to the person.

35. Teaching methods most commonly used in
affective domain:
a. Affective questioning:
1. Low-level affective questions – directed at stimulating learner
awareness and responsiveness to a topic.
2. Midlevel affecting questioning – determines strength of the
belief and internalization of value.
3. High level affective questioning – probes or examines how
deeply in grained a value is

36. b. Case study: used to develop critical thinking skills by exploring
beliefs, values and attitudes of the participants who are actively
participating rather being neutral observers.
c. Role – playing : provides opportunities to practice new
valueslearned, dissect the situation and apply problem-solving to
personalproblems
Teaching methods most commonly used in
affective domain:

37. d.Simulation (imitation, mock) gaming: process games (games
involving procedures) with flexible rules are controlled by the
participants and are used to attain the affective
behavioralobjectives through the learner’s active involvement in
goal-directedcompetitive activities
e. Group discussion: provides opportunitiesfor clarifying
personal,social and moral values for increasing self-awareness, self-
discovery and self-acceptance
Teaching methods most commonly used in
affective domain:

38. •“skills domain”.
•Involves motor skills.
•Easier to identify and
measure because it includes
primarily overtmovement-
oriented activities that are
easily observed.
3. PSYCHOMOTOR
DOMAIN

39. 5 Levels of Psychomotor Objectives

40. 5 Levels of Psychomotor Objectives:
a. Imitation: the learner follows what was observed andmovements
are gross, lacks refinement and time and speedin its execution
depends on the learner’s needs andreadiness
b. Manipulation: the learner uses the written procedures orhandouts
as the guide and the time and speed may vary
c. Precision: logical sequence of actions is carried out and thelearner’s
actions are more coordinatedwith lesser errors. Time and speed
required.
d. Articulation – logical sequence of actins, movements
arecoordinated at a high level, errors limited.
e. Naturalization – sequence of actions is automatic,consistently high
level of coordinationof movements anderrors are almost non-existent

41. In teaching of psychomotor skills, remember the following guidelines:
a. Keep skill instruction separate from the cognitive and affective behavior
components. Do not interfere by asking questions which require a
cognitive or affective response while the learner inperforming the
procedure as mastery of skills require great deal of concentration and
focus.
b. Performing a skill is not equivalent to learning a new skill.
c. For a successful psychomotor learning, contact with or supervisionby the
instructor is very important.
d. Motor skills should be practices first to provide safe and non-threatening
environment for the novice

42. Teaching methods commonly used:
1.Demonstration-return demonstration
2.Self-directed study
3.Role-playing, peer teaching
Geared towards the learner’s actual performance to gain the skills
inperforming procedures, treatment or health behaviors
independently

43. Methods of Evaluation
a.Written or oral test, return demo, case studies
b.Observation, interview, self-reports and self-monitoring
c.Journals or learning feedback diaries

44. Picture Talk!

45. 4. DEVELOP THE TEACHING PLAN
• Is the educator’s compass in the voyage towards a successful
teaching-learning venture.
• What determines the direction are the predetermined goals and
objectives which have been set by the learner and the teacher-
Various formats of a teaching plan

46. Table 3: Parts of the teaching plan
Topic:
Purpose:
Goal:
Venue:
Participants:
Learning
Objectives
Content Outline Method of
Instruction
Time Frame (in
minutes)
Instructional
Resources
Methods of
Evaluation
This refers to the
desired learning
or behavioral
attributes or
behavior that
must be shown
at the end of the
session
Outline of the
subject matter or
topic which
should coincide
with the learning
or Behavioral
Objectives
Techniques,
strategies,
Instructional
materials and
media to be used
Time allotted for
the ice – breaker,
introduction, the
learning session,
activities, recap,
open forum (if
any)
This delas with
manpower,
money, machine,
etc.
This will depend
on the learning
objectives of the
lesson or
session.

47. •A SYLLABUS is a plan of the
entire course, course outline
and program of study that
an educator prepares before
actual education begins.
•It is more extensive and
detailed than a teaching
plan.

48. The syllabus should contain:
COURSE CODE:
COURSE TITLE:
CREDITS:
COURSE DESCRIPTION:
COURSE REQUIREMENTS:
METHODOLOGIES:
COURSE OBJECTIVES:

52. 5. APPROACHES IN TEACHING
• Is a general plan or scheme to achieve an objective.
• It provides the teacher with an enlightened and objective viewpoint
• A sound philosophy and orientation to the total process of teaching and
selection of an Instructional method.
• COMPONENTS OF INSTRUCTION:
1. Major goal of teaching
2. Nature of the subject matter
3. Teaching – learning process
4. Roles & responsibilities of the teacher
5. Expectations from students
6. Kinds of Evaluation techniques
7. Suitable teaching methods and strategies to be employed.

53. 5. APPROACHES IN TEACHING
2 traditional approaches:
a.Inductive approach
b.Deductive approach

54. Inductive Approach Deductive Approach
• Known as discovery method
• Begins with a particular statement
moving on to a general statement
• Learner is presented with related
details, incidents, etc., he is able
to discover or arrive at a truth,
fact conclusion orgeneralization
• Is a way of thinking from specific
observation to more general
rules.
• Process of rationalization from
simple to specific situation to a
complex or general one
• Trains the student to think
• Begins with general statement to
specific statements
• Solving a problem or difficulty in
done by applying to it
ageneralization
• Trains student to postpone
judgment until further
verification is done.

56. Deductive
Inductive

57. TEACHING AND LEARNING STRATEGIES AND
METHODS-STRATEGY
•Strategy is a specific plan of
action, a tactic or a scheme
which the teacher devises
to achieve goals and
learning objectives.

58. INSTRUCTIONAL OR TEACHING STRATEGY
•is the overall plan for a
learning experience
which makes use of one
or more methods of
teaching and includes
content and process to
achieve the desired
outcomes.

59. INSTRUCTIONAL METHODS
• are techniques and
approaches used by the
teacher to make the
learner understand the
content to be learned
• METHODS – way, an
approach,process to
communicate
information.
Examples:
1.Lecture, group discussion, one-
to-one instruction
2.Demonstration and return
demo
3.Gaming and simulation
4.Role-playing and role modeling
5.Self-instruction modules
6.Computer-assisted instruction
7.Distance –learning techniques.

60. INSTRUCTIONAL MATERIALS OR TOOLS
•means by which
information is
sharedwith the learner
1.Books
2.Videos
3.Posters.

61. A DEVICE – is a teaching aid or tool, a visual aid or
instructionalaid
1.PPT presentation
2.Video – cds
3.Flashcards
4.Pictures, objects
5.Chalk/whiteboard
6.OHP
7.Slides
8.Films, tapes.

62. TECHNIQUE
•refers to the art or skill of a teacher’s performance in
teaching,the manner in which a teacher applied a
method to achieve an immediate objective

63. COMPONENTS OF TEACHING
• Process of teaching deals with the role of the teacher who
reinforces or strengthen the learning behaviors of students
by using examples and models to explain concepts, looking
for simulated work situations and developing psychomotor
skills

64. 1. Reinforces
• First component of teaching is the employment of
reinforces which are events that strengthen responses and
increase the probability of it’s recurrence.
• In the teaching – learning process, Positive and Negative
Reinforces can serve as incentivesfor students.
a. Positive Reinforces – positive rewards like praise,
recognizing a task well-done
b. Negative Reinforces – negative rewards like stimuli which
serve as relief from pain and discomfort

65. 1.Reinforces: negative
and positive
How to use (+) RF
a.Knowledge of results will assist improving
his skills
b.Information regarding results written
examinations is most effective immediate
feedback
c.Grades: serves as incentives for learning
d.Rewarding students for cooperative
behavior: increase productivity

67. 2. Clarity of Explanation
• Explaining or making things clear by
using right terminologies,examples and
models
• Clarify complicatedconcepts = increase
comprehension
1. Use examples
2. Use models or replicas allows student
to touch, see and manipulate
3. Use of self as a role model through ID:
CI or teacher being admired orimitated

68. 1. Use of Examples – to clarify, verify, or substantiative
concept or ideas. Enables the students to apply principles
and generalization to specific situation.
2. Use of models – like replica (imitation, facsimile, mock –
up, reproduction) allows the student to touch, see, and
manipulate a scaled – down model of the real thing.
3. Use of Self as Role model where learning occurs through
Identificationlike clinical instructor being admired and
imitated by the nursing student.

69. 3.Use of simulation and games
•These activity – oriented which involve experiential
techniques whichmerge theory and real-life
experiences

71. 4.Developing psychomotor skills
• In line with the current thrust of nursing education that focuses on the skill
development and meeting the practice needs of the beginning nurse or
novice.
• Skill list or skills checklist are used as guides for planning the learning
experience essential to patients for evaluating the levels of Performance
and profiency of the student and graduate nurses.
A. Psychomotor skills (Richardson, 1969) are manipulative skills that require
the learner to perceive and coordinate sensory stimuli to complete
purposeful movements.
B. These Psychomotor skills are involved in moving, operating, or handling
something like machine , equipment, mechanical parts and even body
parts.

72. PHASES IN TEACHING
PSYCHOMOTOR SKILLS a. Demonstration
b. Guided Practice
c. Mastery

73. 1.DEMONSTRATION PHASES
• Crucial phase where instructor must be
able to smoothly,skillfully and
successfully demonstrate the procedure
which thestudent must be able to see and
hear clearly
• Use of videos and camera on intricate
procedures during a step-by-step demo
will be a great help to learners
• Important that student is able to practice
each step independently until entire
performance is complete and a (+)verbal
RF from time to time.

74. 2. GUIDED PRACTICE PHASE
• Learners must be able to explore and
manipulate the equipmentright after
the demo.
• The more complex the skill is the
longer is the practice timere quired
• Feedback on performance during
practice phase should be
givenimmediately to RF correct
behavior and eliminate errors

75. 3. MASTERY PHASE
• Is skilled, smooth and dexterous and final phase in the
development of psychomotor skill.
• Rarely accomplishedat the student level and requires
continuous rehearsal and practice to be acquired and
maintained.

76. The Elements of Effective Skill Demonstration (De Young 2003)
1. Assemble all equipment ahead of time.
2. Make sure all equipment is in working working order.
3. Do a “dry run” of the procedure and the time of demonstration.
4. Arrange the environment to be a realistic as possible.
5. Perform the procedure step-by-step, explaining as you go along.
6. When appropriate, give the rationale as you go along.
7. Refer to the handouts or textbook to show fine points that may not be
visible to the audience.
8. Be sure to adhere to all principles of good nursing care like observance of
aseptic techniques, body mechanics and patient’s privacy.
9. Consider performing the demonstration for the second time or have a
student make a return demonstration, without explanation to show the
flow of the skill or activity.

77. Assessment of
Psychomotor Skill Learning
• Skill Performance checklists are
commonly used which describe
the step-by-step execution of
the procedure to achieve the
goals of learning.
• Contains a number of item or
steps in the procedure which
are checked off when
completed.
• Contain rating scale with
descriptors.

79. “The capacity of the
Human brain to store, to
create and learn is
unlimited. The only
limitation that the brain
recognize is self –
imposed limitation.”

81. Exercises: Identify and give what being describe.
1. State of learner and the learner’s behavior.
2. Classification,categorizationor arrangements
of things based on Their relationship.
3. Behavioral Objectives divided into 3 broad
categories of domain. What are these?
4. State of Performance level.
5. If objectives provides direction, what’s goal
provide for?
6. Desired outcome of learning.

82. Exercises: Identify and give what being describe.
7. This are action – oriented and learner –centered
outcomes of learning.
8. Act as the guide or compass of educator.
9. Arrange the following in order to conduct a need
assessment: Evaluation, Plan, Improvement,
Implementation
10. Represent a package of education services
provided to a participant, consumer, student.
11. Is a teaching aid or tool, a visual aids like ppt
presentation, videos, and pictures.

83. Exercises: Identify what being describe.
12. Known as thinking domain.
13. A plan of the entire course, course outline
and program of study.
14. What are the methods of evaluation.
15. Known as feeling domain.
16. This approaches trains the student to think.
17. This are techniques and approaches used by
teachers to make learner understand.

84. Exercises: Identify what being describe.
18. Means by which information is shared with the
learner.
19. Give three (3) Phases in teaching Psychomotor
skills.
20. This approaches trains student to postpone
judgement until further verification is done.

85. Prepared & Presented by: Group 5

86. Reference/Materials: