U1 - The Context of Teaching Health Education Flashcards
1
Q
one aspect of the Medical Technologist or allied health professional’s role
A
teaching
2
Q
a complex and challenging profession in which an effective teacher makes countless daily decisions
A
teaching
3
Q
How did Mark K. Smith (2018) define teaching?
A
“Teaching is the process of attending to people’s needs, experiences, and feelings, and intervening so that they learn particular things, and go beyond the given.”
4
Q
According to President David O. Mckay, “teaching is the _______ profession in the world.”
A
noblest
5
Q
What is the richest reward of teaching?
A
realizing the success and contentment in the life of the students
6
Q
T/F:
In the teaching profession, the teacher is never tired of learning and have to carry on self-learning and awareness.
A
True
7
Q
are one of the most influential and powerful forces for equity, access, and quality in education and key to sustainable global development
A
teachers
8
Q
How did Sodhi Jaspreet Kaur and Kaur Baljinder define the term “teacher”?
A
“A teacher is a person who selects and organizes teaching – learning methods, consciously planning and controlling a situation directed to the achievement of optimum student learning.”
9
Q
What kind of teachers have an extraordinary and enduring impact on the lives of their students?
A
effective teachers
10
Q
Qualities of an Effective Teacher
A
- positive, prepared, patient, fair, active, clear, organized
- a good communicator
- has a pedagogical knowledge
- has good subject knowledge and real interest in teaching
- can recognize the needs of learners
- has a range of teaching strategies
- knows how the teaching
environment is organized - attend to their own development and learning
11
Q
a key part of developing and sustaining relationships in the classroom
A
communication
12
Q
3 Types of a Teacher’s Roles
A
- Instructional Role
- Faculty Role
- Individual Role
13
Q
6 Instructional Roles of a Teacher
A
- Plan and organize courses
- Create and maintain a desirable group
- Adapt teaching and preparing the instructional materials
- Motivate the challenging students
- Teaching, involving a series of activities
- Evaluating planned learning and teaching activities and student outcomes
14
Q
4 Faculty Roles of a Teacher
A
- Chairperson, secretary or member of one or more committees
- Counselor
- Researchers
- Resource persons
15
Q
2 Individual Roles of a Teacher
A
- Plays a personal role as a member of a family, a community and a citizen
- Dignified and distinct personality
16
Q
12 Roles (6 groups) of a Teacher According to R.M. HARDEN & JOY CROSBY (2000)
A
- information provider
- lecturer
- clinical or practical teacher
- role model
- on-the-job model
- teaching role model
- facilitator
- mentor
- learning facilitator
- assessor
- curriculum evaluator
- student assessor
- planner
- curriculum planner
- course organizer
- resource developer
- study guide produces
- resource material creator
17
Q
9 Roles and Functions of a Teacher
A
- Resource Provider
- Instructional Specialist
- Curriculum Specialist
- Classroom Supporter
- Learning Facilitator
- Mentor
- A School Leader
- Catalyst for Change
- A Constant Learner
18
Q
Identify what role/ function:
Share instructional materials
A
Resource Provider
19
Q
Identify what role/ function:
Knows how to utilize data and resources
A
Resource Provider
20
Q
Identify what role/ function:
Helps colleagues implement effective teaching strategies.
A
Instructional Specialist
21
Q
Identify what role/ function:
Knows to explore and apply methodologies appropriate for the class.
A
Instructional Specialist
22
Q
Identify what role/ function:
Uses research-based classroom strategies.
A
Instructional Specialist
23
Q
Identify what role/ function:
Has an excellent understanding of content standards.
A
Curriculum Specialist
24
Q
Identify what role/ function:
Link the contents of the curriculum together.
A
Curriculum Specialist
25
Identify what role/ function:
Consistent in using standard curriculum, use of common pacing charts.
Curriculum Specialist
26
Identify what role/ function:
Uses common and standardized assessments.
Curriculum Specialist
27
Identify what role/ function:
A collaborator
Classroom Supporter
28
Identify what role/ function:
Has the ability to help peers to implement new ideas.
Classroom Supporter
29
Identify what role/ function:
Can demonstrate a lesson, co- teach, observant, and effective in giving feedbacks.
Classroom Supporter
30
Identify what role/ function:
Learn with and from one another.
Learning Facilitator
31
Identify what role/ function:
Facilitate professional learning opportunities.
Learning Facilitator
32
Identify what role/ function:
Works for the improvement of learning.
Learning Facilitator
33
Identify what role/ function:
Aligns classroom instructions.
Learning Facilitator
34
Identify what role/ function:
Fill the gap in student learning.
Learning Facilitator
35
Identify what role/ function:
Serving as a mentor for other teachers.
Mentor
36
Identify what role/ function:
A role model to acclimate new teachers to the teaching environment.
Mentor
37
Identify what role/ function:
Advise peers about the instructions, curriculum, procedures, and practices of teaching.
Mentor
38
T/F:
Becoming a mentor takes years of experience to master the expertise of teaching.
True
39
Identify what role/ function:
Enable the improvement of the team by serving in a committee, supporting school initiatives, and representing the school on community development.
A School Leader
40
Identify what role/ function:
Shares the vision of the school by aligning his/her professional goals.
A School Leader
41
Identify what role/ function:
Understand the need of building a community.
A School Leader
42
Identify what role/ function:
Empower other teachers and cultivate leadership skills.
A School Leader
43
Identify what role/ function:
They have a vision and a plan.
A School Leader
44
Identify what role/ function:
Professional workers.
A School Leader
45
Identify what role/ function:
They are committed to continual improvement.
Catalyst for Change
46
Identify what role/ function:
They pose questions to generate analysis of student learning.
Catalyst for Change
47
Identify what role/ function:
Encourage risk-taking amongst their peers and their students in order to grow fully and effectively.
Catalyst for Change
48
Identify what role/ function:
A life-long learner.
A Constant Learner
49
Identify what role/ function:
They are humble in their knowledge, but confident in their abilities.
A Constant Learner
50
Identify what role/ function:
They are endless curious professionals who never stop pursuing improvements, never stop questioning, and never stop learning.
A Constant Learner
51
Identify what role/ function:
Use what they have learned to help the students achieve utmost learning.
A Constant Learner
52
T/F:
It takes a real sense of personal commitment, especially after you’ve arrived at a position of power and responsibility, to push yourself to grow and challenge conventional wisdom.
True;
(according to The Harvard Business Review)
53
Functions of Teacher
1. Explaining and Informing
2. Initiating, Directing and Administering
3. Unifying the Group
4. Giving Security
5. Clarifying Attitude, Beliefs and Problems
6. Diagnosing Learning Problems
7. Making Curriculum Material
8. Evaluating, Recording, and Reporting
9. Arranging and Organizing Class Room
10. Participating in the School Activities
11. Participating in Professional Life
54
Principles of Good Practice in Education
1. Encourage Contact Between
Students and Faculty
2. Develop Reciprocity and
Cooperation
3. Encourage Active Learning
4. Give Prompt Feedback
5. Emphasize Time on Task
6. Communicate High Expectations
7. Respect Diverse Talents and Ways of Learning
55
Identify the principle of good practice in education:
Interaction of the faculty is the most important factor in student motivation and involvement.
Encourage Contact Between Students and Faculty
56
Identify the principle of good practice in education:
Work collaboratively not competitively
Develop Reciprocity and Cooperation
57
Identify the principle of good practice in education:
Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives.
Encourage Active Learning
58
Identify the principle of good practice in education:
Students need help in assessing existing knowledge and competence.
Give Prompt Feedback
59
Identify the principle of good practice in education:
Give the students a chance to reflect on what they have learned, what they need to know more, and how to assess themselves.
Give Prompt Feedback
60
looks ahead towards
future guidance on how to do it better
Feed back and Feed Forward
61
Identify the principle of good practice in education:
Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.
Emphasize Time on Task
62
Identify the principle of good practice in education:
If expectations are well communicated with the students or faculties, they will put extra effort to achieve these expectations; therefore, giving them self-fulfillment on what they have done.
Communicate High Expectations
63
Identify the principle of good practice in education:
not only limited to the difference of ethnicity, race, sexual orientation, cultural and socioeconomic background, but also the diverse learning styles, all forms of intelligence, experiences, preparations, external environment, health, values and goals. (Lustbader, 1999)
Respect Diverse Talents and Ways of Learning
64
an interactive process that promotes learning
teaching
65
a system of activities intended to produce learning
teaching
66
T/F: Teaching is purely based on science.
False;
mixture of art and science
67
involves mental activity by means of which knowledge, skills, habits, attitudes, ideals, appreciations and ideas are acquired, retained and utilized resulting in the progressive adaptation and modification of behavior
Learning
68
7 Dimensions in the Teaching-Learning Process
1. Teaching Objectives & Learning Needs
2. Teaching-Learning Process
3. Instructional Content
4. Teaching Strategies
5. External Conditions
6. Inter- & Intra-personal relationships
7. Outcome of Health Education Process
69
Identify the dimensions in the Teaching-Learning Process:
determine what the students need to know
Teaching Objectives & Learning Needs
70
Identify the dimensions in the Teaching-Learning Process:
setting and communicating clear lesson goals
Teaching Objectives & Learning Needs
71
Considerations in setting and communicating clear lesson goals
1. must provide challenge
2. Explain the connections between learning goals, learning activities and assessment tasks
72
In goal-setting, what does SMART stand for?
Specific
Measurable
Achievable
Realistic
Timely
73
Identify the dimensions in the Teaching-Learning Process:
Deliver structured lessons which incorporate a series of clear steps and transitions between them, scaffold learning to built students’ knowledge and skills.
Teaching-Learning Process
74
Identify the dimensions in the Teaching-Learning Process:
should contain:
1. visuals that establish the purpose of the lesson
2. organization of the lesson
3. modeling to the teacher's performance expectations
Instructional Content
75
What should the instructional content contain?
1. visuals that establish the purpose of the lesson
2. organization of the lesson
3. modeling to the teacher's performance expectations
76
Identify the dimensions in the Teaching-Learning Process:
determine how the teacher teaches the lesson
Teaching Strategies
77
T/F: The relationship between what is taught and how it is taught is critical in order to maximize student learning.
True
78
Identify the dimensions in the Teaching-Learning Process:
concerned with learner characteristics, content, skills, learner support, resources, and assessment
External Conditions
79
Identify the dimensions in the Teaching-Learning Process:
involves cognition, attitude, and behavior changes
Outcomes of Education Process
80
Outcomes of Education Process
1. Cognition change
2. Attitude change
3. Behavior change
81
Identify the type of outcome of education process:
knowledge and understanding of facts, ideas, concepts, principles, rules, meanings and definitions
Cognition change
82
Identify the type of outcome of education process:
attitudes, appreciations, interests, ideals, values, likes and dislikes, beliefs, conduct-controls, philosophies
Attitude change
83
Identify the type of outcome of education process:
motor abilities, manipulative skills, bodily movements,
vocal skills, dramatic abilities, athletic skills, adaptive
skills
Behavior change
84
Outcomes of Education Process:
4 processes that determine the extent to which a person may be persuaded to change
1. Attention
2. Comprehension
3. Acceptance
4. Retention
85
Outcomes of Education Process:
4 barriers to change
1. Cultural barriers
2. Social barriers
3. Psychological barriers
4. Language difficulties
86
Outcomes of Education Process:
5 barriers to teaching
1. Lack of time to teach
2. Lack of competence or confidence with teaching skills
3. Lack of motivation
4. Low priority to patient and staff education
5. Environment – conducive
87
Outcomes of Education Process:
9 obstacles to learning
1. Lack of Time – rapid discharge + amount of information
2. Presence of illness
3. Low literacy
4. Hospital Environment
5. Personal Characteristics of the learner
6. Extent of behavioral changes
7. Lack of support
8. Denial of learning needs
9. Inconvenience in healthcare facilities
88
Education in the 21st Century:
4 C's
1. Critical thinking and problem-solving
2. Communication
3. Collaboration
4. Creativity and innovation
89
Education in the 21st Century:
leads students to develop other skills, such as a higher level of concentration, deeper analytical abilities, and improved thought processing
Critical thinking
90
Education in the 21st Century:
4 ways in which critical thinking helps students
1. Reasoning Effectively
2. Using Systems Thinking
3. Making Judgments and Decisions
4. Solving Problems
91
Education in the 21st Century:
Students must be able to effectively analyze and process the overwhelming amount of ______________
in their lives today.
communication
92
Education in the 21st Century:
6 expectations in students in communicating effectively
1. Communicate Clearly
2. Articulate thoughts and ideas effectively
3. Listen effectively
4. Use communication for a range of purposes
5. Use multiple media and technologies
6. Communicate effectively in diverse environments
93
Education in the 21st Century:
essential in our classrooms because it is inherent like how work is accomplished in our civic and workforce lives
Collaboration
94
Education in the 21st Century:
4 expectations in students in collaborating effectively
1. Collaborate with Others
2. Demonstrate ability to work effectively with diverse teams
3. Exercise flexibility and willingness to compromise
4. Assume shared responsibility
95
Education in the 21st Century:
Successful individuals are those who have
1. creative skills
2. analytical intellectual skills
3. practical intellectual skills
Creativity and Innovation
96
Education in the 21st Century:
3 expectations in students in being creative and innovative
1. Think Creatively
2. Work Creatively with Others
3. Implement Innovation
97
Education in the 21st Century:
Successful individuals are those who have?
creative skills
analytical intellectual skills
practical intellectual skills
98
T/F: Teaching is simply an occupation.
False; teaching is a profession, not just an occupation.
