PSTMLS Flashcards
The use of preventive services like
immunization, screening, antenatal, and child health clinics Sanitation
Principles of Health Education
All ____________________ are responsible for promoting health and instituting
preventive aspects of care
health workers
How should Health Education be Conducted
- Demonstration
- Word of mouth
- Use of audiovisual aids
- Film showing
- Modular instruction
A systemic, sequential, logical,
scientifically based and planned course
of action consisting of teaching &
learning
Education Process
Characteristic of Effective Health Education
- Opinion makers
- Reinforcement
- Adaptable through different techniques
- Entertaining
- “Localized”
- Short term benefits
- Learner participation and feedback
- Demonstrative
a process which provides the educator
with information regarding the students knowledge & skills
Assessment
A carefully organized written presentation of what the learner needs to learn & how the educator is going to initiate the teaching process
Planning
this includes procedures or techniques & strategies that teacher will use to best implement the plan
Implementation
measurement of the teaching-learning
performance of both the teacher & learner
Evaluation
factors that impede the ability to deliver
educational services
Barriers to Teaching
factors that negatively affect the ability of the learner to pay attention and process of information
Obstacles to Learning
lack of ramps/elevator, heavy
doors, inaccessible washrooms,
transportation, communication
Physical Disability
Lack of knowledge about &
sensitivity to disability issues
Negative Attitude & Stereo Types
Inadequate Physical Facilities & Funding
Institutional Factors
Teachers Qualifications & Values
personality traits & values
professional behavior
outlook in life
Teacher Factors
It would be difficult to understand
how to use a computer for the first
time if you did not have the
computer there in front of you
Lack of mass (physical object) of
what is being studied
consists of not having mastered prior skills before going on to more complicated or detailed steps.
Too steep a gradient
It produces a vast panorama of
reactions and is the prime factor
involved with stupidity
A Word not understood or wrongly understood
When reading long passages, our
memories for the first taught facts and
concepts may have faded by the time
we get to later passages
Memory fades
When we try to learn several things
close together, our minds will confuse
many of them and weaken the
accuracy of our memories. Implication:
We need to use techniques that
overcome interference.
Interference occurs
inner feelings and thoughts can also
distract us; doing two things one at the
same time weakens our focus.
Distractions lower attention
When we feel we must rush to get a
learning task done, we can outrun our
mind’s limited speed of taking in
information, making associations to it
Too fast working speeds prevent learning
When a book has to explain a topic with many parts that
lack an obvious pattern, it is hard to understand and
hard to remember. Implication: Recognize complexity
and study to make it understandable.
Complex material hinders learning
When there is a lot of material to remember and too
little time to learn it, we can fail to reach our learning
goals. Similarly, when we are trying to develop skills
doing procedures with many parts to them, we may not
have enough time to practice and will fail to build up
skills.
Large volumes of material hinder learning
The ability of the student to express her ideas
Verbal Information
This includes learning to analyze & synthesize situations in order to plan
for alternative solutions to identified problems
Intellectual Skills
The student recognizes learning experiences best suited to her own needs
and makes use of resources to strengthen & develop thinking
Cognitive Strategies
These are actions done corresponding to what is thought about & what is learned
Motor Skills
This is evoked or facilitated by the learning stimuli
Attitudes, Feelings & Emotions
different approaches or
ways of learning.
Learning styles
preference for concrete
experience & reflective observations
Diverger
> watch rather than do
they gather information & use
imaginations to solve problems
best at viewing concrete situations and giving several different viewpoints
rather than viewing abstract
situations
Diverger
> concise & logical in
approach
they prefer abstract
conceptualization &
reflective observations
ideas & concepts are more
important than concrete
Assimilators
> concerned with problem-solving
as solution to practical issues
prefer technical tasks
people with this style like to
experiment
less concerned with people &
interpersonal aspects
Convergers
> ”hands-on” learning
experience that relies on
intuition rather than logic
uses other people’s
analysis;information
experiential approach
commonly act on “gut” instinct
prefer to work in teams
Accommodators
These learners need to see
the teacher’s body language and
facial expression to fully understand the content of
a lesson.
Visual Learners
They learn best through verbal
lectures, discussions, talking
things through and listening to
what others have to say.
Auditory Learners
learn through , moving, doing
and touching…
Tactile/Kinesthetic Learners
learn best through a hands-on
approach, actively exploring the
physical world around them.
Tactile/Kinesthetic Learners
born end of WW II ( 1939-1945)
>social factors/experiences in life
>development of peace was slow
comfortable with delayed gratification
Baby Boomers( Current Workforce)
> born 1961 – 1981
they have grown up to be the Latchkey kids of
working/single parent.
independent >value money
technologically liberal
Emerging Workforce: Generation X
> 1981-2002
technologically addicted
globalization
curious & creative
Newest Generation: Net-Gen
3 Determinants of Learning
- Needs of the Learner
- Readiness to Learn
- Learning Style
what the learner needs
and wants to learn
Learning Needs
when the learner is
receptive to learning
Readiness to Learn
How the learner best
learn
Learning Style
is a gaps in knowledge
that exist between a desired level of performance
and the actual level of performance
LEARNING NEEDS
time when the learners demonstrate an
interest in learning the information
necessary to maintain optimal level or
become more skillful in the job
READINESS TO LEARN
_________________________
1. measures ability
2. complexity of task
3. environmental effect
4. health status
5. gender
PHYSICAL READINESS
__________________________
1. anxiety level
2. support system
3. motivation
4. risk taking behavior
5. frame of mind
6. developmental stage
EMOTIONAL READINESS
_____________________________
1. level of aspiration
2. past coping mechanism
3. cultural background
4. low cost of control
5. orientation
EXPERIENTAL READINESS
__________________________
1. present knowledge based
2. cognitive ability
3. learning and reading disability
4. learning style
KNOWLEDGE READINESS
Refers to way in which and condition under which learner most efficient and most effectively perceive, process, store, and recall what they are attempting to learn and how they prefer to approach different
learning task.
LEARNING STYLES
The 3 Pillars of Teaching-Learning Processes
- Teacher
- Learner; and’
- Subject matter
- Learning occurs from the point-of-view of
the end-result of outcome of teaching. - Learning is more concerned with what
happens during the course of learning than
the end results of learning. - Learning can also be described as function
Theory of LEARNING PROCESS
the learner has awareness of the subject
area but only in terms of abstract
concepts.
Novice
has attained marginal learning to an
acceptable performance level after coping
with real experiences.
Advance Beginner
has attained a working knowledge after
exposure to a number of situations
making up the subject.
Competent
has an intuitive, holistic grasp of the
situation without having to ignore the
problem prior to determining a solution.
Proficient
has fully internalized both perception
and action into their actual solution.
Expert
highly structured method where teachers acts the
resource person and transmitter of knowledge and
information’s to the learners
LECTURES
Lecture comes from the Greek word: “__________” =“ read”
lectura
Method to impart knowledge and the most traditional way to convey information to the students
LECTURES
-present the overview of the topic, setting objectives
-pertinent to the lecture topics
-specify rules like entertaining the question at the end of the lecture
INTRODUCTION
-should be logical point from one point to the other
-actual delivery of information regarding the topic being discussed
-maintain eye contact, enthusiasm and motivation
BODY OF THE LECTURE
successful termination of the lecture
-summarize the topic discussed
-application of what has been learned
CONCLUSION
▪ teachers impart information through interaction
▪ opportunity is given by the teacher for the students
to share the insights/ understanding about the
topic
▪ topic is announced in advance and the class is asked
to take part of the discussion
DISCUSSSION
teacher assess the learner’s understanding on the
topic to:
1. know what they have already learned and what
they need to learn
2. teacher initiates the learning process by asking
students their insight on the topic presented to the.
ONE ON ONE INSTRUCTOR
▪ to supplement lecture
▪ enhance teaching and add students interaction and facilitates understanding
of the subject matter
USE OF AUDIOVISUAL AIDS
▪ One of the oldest and
most widely used
methods of teaching.
▪ Was used by Socrates
to teach his students
Direct Learning Through
Questioning
the teacher must have ability, native or
acquired, to think quickly and easily while facing
a class, to shift and change as thought progresses
and to phrase questions clearly
Clear and Rapid thinking
involves the ability to determine the value of a given question or answer as it relates to the attainment of objectives set up
Skill in Judging relative values
if the teacher frames her questions in needlessly advanced vocabulary, if they are too wordy or involved, if they do not state the central thought clearly, the student will be able to do no more
than guess at the answer
Skill in Wording Questions
this is a given, as a teacher without confidence is
like a soldier running through the battlefield
naked
Self Confidence
