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PSTMT > U1 - The Context of Teaching Health Education > Flashcards

U1 - The Context of Teaching Health Education Flashcards

1
Q

one aspect of the Medical Technologist or allied health professional’s role

A

teaching

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2
Q

a complex and challenging profession in which an effective teacher makes countless daily decisions

A

teaching

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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.”

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4
Q

According to President David O. Mckay, “teaching is the _______ profession in the world.”

A

noblest

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5
Q

What is the richest reward of teaching?

A

realizing the success and contentment in the life of the students

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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

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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

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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.”

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9
Q

What kind of teachers have an extraordinary and enduring impact on the lives of their students?

A

effective teachers

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10
Q

Qualities of an Effective Teacher

A
  1. positive, prepared, patient, fair, active, clear, organized
  2. a good communicator
  3. has a pedagogical knowledge
  4. has good subject knowledge and real interest in teaching
  5. can recognize the needs of learners
  6. has a range of teaching strategies
  7. knows how the teaching
    environment is organized
  8. attend to their own development and learning
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11
Q

a key part of developing and sustaining relationships in the classroom

A

communication

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12
Q

3 Types of a Teacher’s Roles

A
  1. Instructional Role
  2. Faculty Role
  3. Individual Role
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13
Q

6 Instructional Roles of a Teacher

A
  1. Plan and organize courses
  2. Create and maintain a desirable group
  3. Adapt teaching and preparing the instructional materials
  4. Motivate the challenging students
  5. Teaching, involving a series of activities
  6. Evaluating planned learning and teaching activities and student outcomes
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14
Q

4 Faculty Roles of a Teacher

A
  1. Chairperson, secretary or member of one or more committees
  2. Counselor
  3. Researchers
  4. Resource persons
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15
Q

2 Individual Roles of a Teacher

A
  1. Plays a personal role as a member of a family, a community and a citizen
  2. Dignified and distinct personality
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16
Q

12 Roles (6 groups) of a Teacher According to R.M. HARDEN & JOY CROSBY (2000)

A
  1. information provider
    • lecturer
    • clinical or practical teacher
  2. role model
    • on-the-job model
    • teaching role model
  3. facilitator
    • mentor
    • learning facilitator
  4. assessor
    • curriculum evaluator
    • student assessor
  5. planner
    • curriculum planner
    • course organizer
  6. resource developer
    • study guide produces
    • resource material creator
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17
Q

9 Roles and Functions of a Teacher

A
  1. Resource Provider
  2. Instructional Specialist
  3. Curriculum Specialist
  4. Classroom Supporter
  5. Learning Facilitator
  6. Mentor
  7. A School Leader
  8. Catalyst for Change
  9. A Constant Learner
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18
Q

Identify what role/ function:
Share instructional materials

A

Resource Provider

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19
Q

Identify what role/ function:
Knows how to utilize data and resources

A

Resource Provider

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20
Q

Identify what role/ function:
Helps colleagues implement effective teaching strategies.

A

Instructional Specialist

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21
Q

Identify what role/ function:
Knows to explore and apply methodologies appropriate for the class.

A

Instructional Specialist

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22
Q

Identify what role/ function:
Uses research-based classroom strategies.

A

Instructional Specialist

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23
Q

Identify what role/ function:
Has an excellent understanding of content standards.

A

Curriculum Specialist

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24
Q

Identify what role/ function:
Link the contents of the curriculum together.

A

Curriculum Specialist

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25
Q

Identify what role/ function:
Consistent in using standard curriculum, use of common pacing charts.

A

Curriculum Specialist

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26
Q

Identify what role/ function:
Uses common and standardized assessments.

A

Curriculum Specialist

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27
Q

Identify what role/ function:
A collaborator

A

Classroom Supporter

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28
Q

Identify what role/ function:
Has the ability to help peers to implement new ideas.

A

Classroom Supporter

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29
Q

Identify what role/ function:
Can demonstrate a lesson, co- teach, observant, and effective in giving feedbacks.

A

Classroom Supporter

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30
Q

Identify what role/ function:
Learn with and from one another.

A

Learning Facilitator

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31
Q

Identify what role/ function:
Facilitate professional learning opportunities.

A

Learning Facilitator

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32
Q

Identify what role/ function:
Works for the improvement of learning.

A

Learning Facilitator

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33
Q

Identify what role/ function:
Aligns classroom instructions.

A

Learning Facilitator

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34
Q

Identify what role/ function:
Fill the gap in student learning.

A

Learning Facilitator

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35
Q

Identify what role/ function:
Serving as a mentor for other teachers.

A

Mentor

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36
Q

Identify what role/ function:
A role model to acclimate new teachers to the teaching environment.

A

Mentor

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37
Q

Identify what role/ function:
Advise peers about the instructions, curriculum, procedures, and practices of teaching.

A

Mentor

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38
Q

T/F:
Becoming a mentor takes years of experience to master the expertise of teaching.

A

True

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39
Q

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

A School Leader

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40
Q

Identify what role/ function:
Shares the vision of the school by aligning his/her professional goals.

A

A School Leader

41
Q

Identify what role/ function:
Understand the need of building a community.

A

A School Leader

42
Q

Identify what role/ function:
Empower other teachers and cultivate leadership skills.

A

A School Leader

43
Q

Identify what role/ function:
They have a vision and a plan.

A

A School Leader

44
Q

Identify what role/ function:
Professional workers.

A

A School Leader

45
Q

Identify what role/ function:
They are committed to continual improvement.

A

Catalyst for Change

46
Q

Identify what role/ function:
They pose questions to generate analysis of student learning.

A

Catalyst for Change

47
Q

Identify what role/ function:
Encourage risk-taking amongst their peers and their students in order to grow fully and effectively.

A

Catalyst for Change

48
Q

Identify what role/ function:
A life-long learner.

A

A Constant Learner

49
Q

Identify what role/ function:
They are humble in their knowledge, but confident in their abilities.

A

A Constant Learner

50
Q

Identify what role/ function:
They are endless curious professionals who never stop pursuing improvements, never stop questioning, and never stop learning.

A

A Constant Learner

51
Q

Identify what role/ function:
Use what they have learned to help the students achieve utmost learning.

A

A Constant Learner

52
Q

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.

A

True;
(according to The Harvard Business Review)

53
Q

Functions of Teacher

A
  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
Q

Principles of Good Practice in Education

A
  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
Q

Identify the principle of good practice in education:
Interaction of the faculty is the most important factor in student motivation and involvement.

A

Encourage Contact Between Students and Faculty

56
Q

Identify the principle of good practice in education:
Work collaboratively not competitively

A

Develop Reciprocity and Cooperation

57
Q

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.

A

Encourage Active Learning

58
Q

Identify the principle of good practice in education:
Students need help in assessing existing knowledge and competence.

A

Give Prompt Feedback

59
Q

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.

A

Give Prompt Feedback

60
Q

looks ahead towards
future guidance on how to do it better

A

Feed back and Feed Forward

61
Q

Identify the principle of good practice in education:
Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

A

Emphasize Time on Task

62
Q

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.

A

Communicate High Expectations

63
Q

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)

A

Respect Diverse Talents and Ways of Learning

64
Q

an interactive process that promotes learning

A

teaching

65
Q

a system of activities intended to produce learning

A

teaching

66
Q

T/F: Teaching is purely based on science.

A

False;
mixture of art and science

67
Q

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

A

Learning

68
Q

7 Dimensions in the Teaching-Learning Process

A
  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
Q

Identify the dimensions in the Teaching-Learning Process:
determine what the students need to know

A

Teaching Objectives & Learning Needs

70
Q

Identify the dimensions in the Teaching-Learning Process:
setting and communicating clear lesson goals

A

Teaching Objectives & Learning Needs

71
Q

Considerations in setting and communicating clear lesson goals

A
  1. must provide challenge
  2. Explain the connections between learning goals, learning activities and assessment tasks
72
Q

In goal-setting, what does SMART stand for?

A

Specific
Measurable
Achievable
Realistic
Timely

73
Q

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.

A

Teaching-Learning Process

74
Q

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

A

Instructional Content

75
Q

What should the instructional content contain?

A
  1. visuals that establish the purpose of the lesson
  2. organization of the lesson
  3. modeling to the teacher’s performance expectations
76
Q

Identify the dimensions in the Teaching-Learning Process:
determine how the teacher teaches the lesson

A

Teaching Strategies

77
Q

T/F: The relationship between what is taught and how it is taught is critical in order to maximize student learning.

A

True

78
Q

Identify the dimensions in the Teaching-Learning Process:
concerned with learner characteristics, content, skills, learner support, resources, and assessment

A

External Conditions

79
Q

Identify the dimensions in the Teaching-Learning Process:
involves cognition, attitude, and behavior changes

A

Outcomes of Education Process

80
Q

Outcomes of Education Process

A
  1. Cognition change
  2. Attitude change
  3. Behavior change
81
Q

Identify the type of outcome of education process:
knowledge and understanding of facts, ideas, concepts, principles, rules, meanings and definitions

A

Cognition change

82
Q

Identify the type of outcome of education process:
attitudes, appreciations, interests, ideals, values, likes and dislikes, beliefs, conduct-controls, philosophies

A

Attitude change

83
Q

Identify the type of outcome of education process:
motor abilities, manipulative skills, bodily movements,
vocal skills, dramatic abilities, athletic skills, adaptive
skills

A

Behavior change

84
Q

Outcomes of Education Process:
4 processes that determine the extent to which a person may be persuaded to change

A
  1. Attention
  2. Comprehension
  3. Acceptance
  4. Retention
85
Q

Outcomes of Education Process:
4 barriers to change

A
  1. Cultural barriers
  2. Social barriers
  3. Psychological barriers
  4. Language difficulties
86
Q

Outcomes of Education Process:
5 barriers to teaching

A
  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
Q

Outcomes of Education Process:
9 obstacles to learning

A
  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
Q

Education in the 21st Century:
4 C’s

A
  1. Critical thinking and problem-solving
  2. Communication
  3. Collaboration
  4. Creativity and innovation
89
Q

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

A

Critical thinking

90
Q

Education in the 21st Century:
4 ways in which critical thinking helps students

A
  1. Reasoning Effectively
  2. Using Systems Thinking
  3. Making Judgments and Decisions
  4. Solving Problems
91
Q

Education in the 21st Century:
Students must be able to effectively analyze and process the overwhelming amount of ______________
in their lives today.

A

communication

92
Q

Education in the 21st Century:
6 expectations in students in communicating effectively

A
  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
Q

Education in the 21st Century:
essential in our classrooms because it is inherent like how work is accomplished in our civic and workforce lives

A

Collaboration

94
Q

Education in the 21st Century:
4 expectations in students in collaborating effectively

A
  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
Q

Education in the 21st Century:
Successful individuals are those who have
1. creative skills
2. analytical intellectual skills
3. practical intellectual skills

A

Creativity and Innovation

96
Q

Education in the 21st Century:
3 expectations in students in being creative and innovative

A
  1. Think Creatively
  2. Work Creatively with Others
  3. Implement Innovation
97
Q

Education in the 21st Century:
Successful individuals are those who have?

A

creative skills
analytical intellectual skills
practical intellectual skills

98
Q

T/F: Teaching is simply an occupation.

A

False; teaching is a profession, not just an occupation.

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