INSTRUCTIONAL PLANNING AND CONDUCTING CLASSES

INSTRUCTIONAL HEALTH PLANNING AND DEVELOPING THE HEALTH EDUCATIONAL PLAN - Teaching an entails planning and preparation - This ensures that the topic, chairman/moderator, speakers, logistics, physical set-up/preparation, and most especially, the participants, are well-organized and informed - These activities will ensure that aside from gathering the target number of participants, the methods, techniques, devices and the structure for developing the teaching plan (the program objective, available time, human and material resources, etc.) will be put in place - A health education plan may emphasize a phase of the behavior-change process that is related to the clients health needs/problems. - The plan may also follow the sequence of that process, from pre-training to the continued performance of a behavior that helps resolve a health need/problem - Written teaching plan represents a package of educational services provided to a participant, consumer or student - The plan, therefore, should be written from the participants viewpoint - 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 THE PLANNING SEQUENCE 1. PREPARE THE TEACHING PLAN o When preparing a teacher plan in a primary care setting, the health educator should get background information about the client form the persons record and any agency reports that include description of the clients population group (demographic data ---who, what, where) o Example: a group of 16-25 year old lactating mothers who are anemic and undernourished in Barangay Lukban o CONDUCT NEEDS ASSESSMENT Conducts needs assessment of the participants, the scope and content of the health education class, possible actions/interventions to be undertaken to address the needs, and the possible approaches, strategies or methodologies to be used. o STEPS IN WRITING A HEALTH EDUCATION PLAN: a. Assess the learning needs by answering the following: i. What are the characteristics and learning capabilities of the learner or client? ii. What needs have been identified and prioritized in terms of health promotion, risk reduction, and health problems?

What knowledge does he/she already have in relation to the subject matter? iv. Is the client motivated to change unhealthy behaviors? v. What are the barriers or obstacles to learning that the health educator has identified? 2. FORMULATE GOALS AND BEHAVIORAL OBJECTIVES Behavioral objectives act as the guide or compass of the educator in planning, implementation, and evaluation of teaching and learning outcomes. DEFINITON OF TERMS: a. Educational or instructional objectives o Used to identify the intended outcomes of the education process b. Behavioral or learning objectives o Make use of the modifier behavioral or learning to indicate that they are action-oriented rather than content-oriented and learner-centered rather than teacher-centered; the intended result of instruction and there describe what the learner is expected to do at the end of the learning situation c. GOAL is the: o Final outcome or what is achieved at the end of the teaching-learning process o The desired outcome of learning o Long-term target (achievable within weeks or months) and is broad, global and multidimensional (an overall goal may contain many objectives) d. Objective is: o A specific, single, unidimensional behavior o A statement of specific and short-term behavior o That must be achieved first before a goal is reached o Derived from a goal and must be consistent with it.

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Together, objectives and goals serve as a road map that provides directions (objectives) as to how to arrive at a particular destination (goal) 3 steps that link behavioral objectives together include: 1. Identify the testing situation (condition) 2. State the learner and the learners behavior (performance) 3. State the performance level (criterion)

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

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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 successfully accomplish the behaviors at the lower level before they can be adequately learn the behaviors at the more complex levels

3 DOMAINS OF LEARNING 1. COGNITIVE o Known as thinking domain o the most influential mapping of the cognitive terrain is still the extensive classification system devised by Benjamin Bloom and his colleagues o Known as Blooms taxonomy which claims that cognitive abilities can be measured along a continuum from simple to complex. o The cognitive category includes strategies related to the students learning or encoding of material and facilitation of retrieval of information o 6 levels of cognitive behavior includes: a. KNOWLEDGE ability to memorize, recall, define, recognize, or identify specific information like facts, rules, principles, conditions and terms b. COMPREHENSION ability of the learner to understand or appreciate what is being communicated by defining or summarizing it in his or her own words. Knowledge is a prerequisite component c. APPLICATION learners 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 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 learners 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 learners ability to judge, assess or appraise the value, significance, importance of something like an essay, design or action using appropriate standards or criteria. All 5 levels are prerequisite Teaching methods most commonly used in the cognitive domain: a. Lecture/discussion, one-to-one instruction, programmed instruction b. Simulations and games, computer-assisted programs c. Modules, projects and role-playing o 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. 2. AFFECTIVE o feeling domain

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It involves increased internalization or commitment of feelings expressed as emotions, interests, attitudes, values, appreciationsand how these are incorporated into ones personality or value system. Affective competencies involve moral reasoning and ethical decisionmaking Levels of affective behavior includes: a. Receiving ability of the learner to show awareness of an idea or fact or consciousness of a situation or event in the environment and motivation to selectively focus on a data or stimulus b. Responding learners ability to react to an experience then voluntarily accepts and enjoys this new experience. Receiving is a prerequisite behavior c. Valuing learners ability to accept or regard the worth of a theory, idea or event where there is definite willingness and intention to behave in a manner befitting that value. Receiving and responding is a prerequisite behavior. d. Organization ability of the learner to sort out, categorize, classify and prioritize values and integrating or adopting a new value into ones present value system, identify how these values are interrelated and to classify what values are dominant or pervasive in his/her life. All preceding behaviors are prerequisite e. Characterization learners ability to integrate values into a total philosophy (way of life) or world view and showing firm commitment and consistency in applying these values into the value system or a cluster of values. All of the preceding behaviors are prerequisites Teaching methods most commonly used in affective domain: a. Affective questioning: increases interest and motivation to learn about feelings, values, beliefs and attitude related to the person i. Low-level affective questions directed at stimulating learner awareness and responsiveness to a topic ii. Midlevel affecting questioning determines strength of the belief and internalization of value iii. High level affective questioning probes or examines how deeply ingrained a value is 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 values learned, dissect the situation and apply problem-solving to personal problems 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 behavioral objectives through the learners active involvement in goal-directed competitive activities Debriefing following the activity is most beneficial for guidance in the application and assimilation of experience

e. Group discussion: provides opportunities for clarifying personal, social and moral values for increasing self-awareness, selfdiscovery and self-acceptance 3. PSYCHOMOTOR DOMAIN o skills domain o Involves motor skills o Easier to identify and measure because it includes primarily overt movement-oriented activities that are easily observed o 5 Levels of psychomotor objectives: a. Imitation: the learner follows what was observed and movements are gross, lacks refinement and time and speed in its execution depends on the learners needs and readiness b. Manipulation: the learner uses the written procedures or handouts as the guide and the time and speed may vary c. Precision: logical sequence of actions is carried out and the learners actions are more coordinated with lesser errors. Time and speed required. d. Articulation logical sequence of actins, movements are coordinated at a high level, errors limited. e. Naturalization sequence of actions is automatic, consistently high level of coordination of movements and errors are almost non-existent o 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 in performing 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 supervision by the instructor is very important d. Motor skills should be practices first to provide safe and nonthreatening environment for the novice o Teaching methods commonly used: 1. Demonstration-return demonstration 2. Self-directed study 3. Role-playing, peer teaching o Geared towards the learners actual performance to gain the skills in performing procedures, treatment or health behaviors independently o Methods of evaluation includes: a. Written or oral test, return demo, case studies b. Observation, interview, self-reports and self-monitoring c. Journals or learning feedback diaries 4. DEVELOP THE TEACHING PLAN Is the educators compass in the voyage towards a successful teachinglearning 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

Parts of the teaching plan Topic: Purpose: Goal: Venue: Participants: Learning Content Method of Objectives outline instructio n This refers to the desired learning or behavioral attributes or behaviors that must be shown at the end of the session Outline of the subject matter or topic which should coincide with the learning or behavior al objective s Techniqu es, strategies , instructio nal materials and media to be used

Time frame Time allotted for the icebreake rs and introducti on, the learning session, activities, recap, open forum

Instructio nal materials This deals with the manpowe r, money and machine

Methods of evaluatio n This will depend on the learning objective s of the lesson or session

A SYLLABUS is a plan of the entire course, course outline and program of study that an educator prepares before actual education begins. o It is more extensive and detailed than a teaching plan. o The syllabus should contain: COURSE CODE: COURSE TITLE: CREDITS: COURSE DESCRIPTION: COURSE REQUIREMENTS: METHODOLOGIES: COURSE OBJECTIVES: 5. APPROACHES IN TEACHING o Is a general plan or scheme to achieve an objective o 2 traditional approaches: a. Inductive 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 or generalization

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 b. Deductive approach Begins with general statement to specific statements Solving a problem or difficulty in done by applying to it a generalization Trains student to postpone judgment until further verification is done. TEACHING AND LEARNING STRATEGIES AND METHODS - STRATEGY: is a specific plan of action, a tactic or a scheme which the teacher devises to achieve goals and learning objectives - 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 - INSTRUCTIONAL METHODS: are techniques and approaches used by the teacher to make the learner understand the content to be learned o 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 - INSTRUCITONAL MATERIALS or tools: means by which information is shared with the learner 1. Books 2. Videos 3. Posters - A device is a teaching aid or tool, a visual aid or instructional aid 1. PPT presentation 2. Video cds 3. Flashcards 4. Pictures, objects 5. Chalk/whiteboard 6. OHP 7. Slides 8. Films, tapes - TECHNIQUE: refers to the art or skill of a teachers performance in teaching, the manner in which a teacher applied a method to achieve an immediate objective 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 1. Reinforces: negative and positive o 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 2. Clarity of explanation o Explaining or making things clear by using right terminologies, examples and models o Clarify complicated concepts = increase comprehension o Use examples o Use models or replicas allows student to touch, see and manipulate o Use of self as a role model through ID: CI or teacher being admired or imitated 3. Use of simulation and games o These activity oriented which involve experiential techniques which merge theory and real-life experiences 4. Developing psychomotor skills o PHASES: a. Demonstration Crucial phase where instructor must be able to smoothly, skillfully and successfully demonstrate the procedure which the student must be able to see and hear clearly Use of videos and camera on intricate procedures during a stepby-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 b. Guided practice phase Learners must be able to explore and manipulate the equipment right after the demo. The more complex the skill is the longer is the practice time required Feedback on performance during practice phase should be given immediately to RF correct behavior and eliminate errors c. Mastery phase Is skilled, smooth and dexterous and final phase in the development of psychomotor skill Elements of effective skill demo includes: 1. Assemble all equipment ahead of time 2. Make sure all equipment is in working order 3. Do a dry run 4. Arrange environment to be realistic 5. Perform procedure step-by-step, explaining as you go along 6. When appropriate, give rationale 7. Refer to handouts or textbooks to show fine points

8. Be sure to adhere to all principles: body mechanics, patients privacy 9. Consider performing the demo for the second time