Introduction to Teaching Flashcards
engagement with learners to enable their understanding and application of knowledge, concepts and processes
- Teacher, learner, environment
TEACHING
gain or acquire knowledge of or skill in (something) by study, experience, or being taught
- Transformative process of learning information that internalizes what we know
- Process that leads to change
LEARNING
systematized study of general and fundamentalquestions, such asthose about existence, reason, knowledge, values, mind, and language.
- love of wisdom
- Activity people would understand the fundamental truth about themselves
- perpetually engage in asking questions
PHILOSOPHY
This model, also known as the “knowledge, attitudes, practices model” (KAP), is based on the premise that increasing a person’s knowledge will prompt a behaviour change.
- individual and group encourage positive health behavior and prevent negative
- Presenting unbiased information
- based on premise of knowledge
- only obstacle is ignorance and that alone can influence behavior
- Steps: change in knowledge, change in attitude or belief, change in behavior
rational model
One of the earliest behaviour change models to explain human health decision-making and subsequent behaviour is based on the following six constructs:
1.perceived susceptibility: treptosickness of disease (perceived chances of getting disease), 2.severity: belief of consequence (belief about the seriousness of a condition and its consequence),
3.benefits: effectiveness of taking action to reduce risk (potential positive benefits of action) and
4.barriers: potential barriers to action (belief about the material and psychological of taking action)
5.cues to action: information on how to do something, readiness to change (exposure to factors that prompts action) and
6.self-efficacy: confidence in ones ability to take action (confidence in ability to succeed)
- used to explain and predict individual changes in health behavior
- most widely used model in understanding behavior
health belief model
Based on the health belief model, this model proposes that people, when presented with a risk message, engage in two appraisal processes: 1.a determination of whether they are susceptible to an identified threat and
2.whether the threat is severe; and 3.whether the recommended action can reduce that threat (i.e. response efficacy) and 4.whether they can successfully perform the recommended action (i.e. self-efficacy).
- 2 concepts: threat and efficacy
- Threat also known dangers or harm (sub concept susceptibility: likelihood severity magnitude or seriousness of disease
- Efficacy or Effiectiveness : response efficacy: effectiveness in averting threat, self efficacy: ability to perform required behaviors
extended parallel process model
viewed as a progression through a series of five stages:
pre-contemplation: unaware of problematic behavior or consequences, people do not intend to take action,
contemplation: aware of need behavior change thoughtful and practical consideration of behavior pros and cons,
preparation: determination stage, people start to take small steps to lead into healthier life,
action: implemented modification behavior acquire new healthy behaviors along the way and
maintenance: sustained behavior in moving forward, prevent relapse from earlier behaviors. Termination: people have no desire to return to their unhealthy behavior and they are sure that will not relapse, not considered in health promotion program. People have specific informational needs at each stage, and health educators can offer the most effective intervention strategies based on the recipients’ stage of change.
transtheoretical model of change Behaviour change
theory holds that intent is influenced not only by the attitude towards behaviour but also the perception of social norms (the strength of others’ opinions on the behaviour and a person’s own motivation to comply with those of significant others) and the degree of perceived behavioural control.
- Self control and perception of social norm
- Behavioral intent
- 3 belief behavorial, normative, control
- six contructs,
attitude: degree favorable or unfavorable evaluation of behavioral interest,
behavioral intention: motivational factor that would influence the stronger intention to perform more likely to perform,
subjective norm: belief about most people if approve or diapprove, relate to persons belief, social norm: customaric beliefs or behaviors of people,
perceived power: perceived presence of factors, contributes to peoples behavioral perceived behavioral control: ease of difficulty the behavior of interest
theory of planned behaviour
This is a three-phase model that actively engages individuals in the assessment of their health (experiential phase: establishes baseline measures and identify observable behaviors for future goal setting); presents information and creates awareness of the target behavior: study, laboratory testing, survey
(awareness phase: presents information that provides rationale or including the previously completed experimental activity, increasing feeling pf susceptibility) and facilitates its identification and clarification of personal health values and develops a customized plan for behaviour change
(responsibility phase: it would also include self management strategies as individuals or organizations and introduce to participants to develop their own plan of action: self monitoring setting measurable goals use of social support system visual imagery in goal achievement
activated health’ education model
According to this theory, three main factors affect the likelihood that a person will change health behaviour: self-efficacy, goals and outcome expectancies. If individuals have a sense of self-efficacy, they can change behaviour even when faced with obstacles.
- most important factor in behavioral change self efficacy ex. Setting goals, monitoring and reinforcement
Social cognitive theory
This theory holds that multilevel strategies are necessary depending on who is being targeted, such as tailored messages at the individual level, targeted messages at the group level, social marketing at the community level, media advocacy at the policy level and mass media campaigns at the population level.
- reach larger numbers of individuals to disemminate information
- Immediate learning: people learn directly from message, delayed learning: impact of message late processed,
generalized learning: people arr persuaded about concepts related to message, social diffusion messages: stimulates discussion among social groups thereby affecting beliefs of everyone included in group,
institutional diffusion message: intricates a response from public institutions on target audience
Communication theory
This theory holds that there are five categories of people:
innovators: active information seeker of new ideas,
early adopters: interested in innovation but they are not the first to sign up,
early majority adopters: need external motivation to get involved,
late majority adopters: septics and will not adopt innovation until almost all people have done so and
laggards; limited communication networks they are the last to become involved and the numbers in each category are distributed normally: the classic bell curve. By identifying the characteristics of people in each adopter category, health educators can more effectively plan and implement strategies that are customized to their needs.
Diffusion of innovation theory
should be involved in all phases of a programme’s development:
identifying community needs: pangangailabgan, enlisting the aid of community organizations, planning and implementing programme activities, and evaluating results.
- wide and comprehensive representation of community members of policy programs that we want to implement
- Program planning bodies: sense of ownership and empowerment to enhance the program impact
Participant involvement Community members
This involves identifying the health problems in the community that are preventable through community intervention, formulating goals, identifying target behaviour and environmental characteristics that will be the focus of the intervention efforts, deciding how stakeholders will be involved, and building a cohesive planning group.
Planning
Prior to implementing a health education initiative, attention needs to be given to identifying the health needs and capacities of the community and the resources that are available.
Needs and resources assessment
