PSTM-Course-Unit-1-Week-2 PDF

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BACHELOR OF SCIENCE IN MEDICALLABORATORY SCIENCE:PRINCIPLES AND STRATEGIES OF HEALTH TEACHING INMEDICAL LABORATORY SCIENCE (PSTM 221)COURSE MODULE WEEK SESSION1 2 2 Introduction to Teaching: Overview of Teaching Learning Theory and Process, Instructional Methods, and Health Education Read course an...

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BACHELOR OF SCIENCE IN MEDICAL LABORATORY SCIENCE: PRINCIPLES AND STRATEGIES OF HEALTH TEACHING IN MEDICAL LABORATORY SCIENCE (PSTM 221) COURSE MODULE

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Introduction to Teaching: Overview of Teaching Learning Theory and Process, Instructional Methods, and Health Education

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Read course and unit objectives Read required learning resources Proactively participate in discussions Participate in weekly discussion board (Canvas) Answer and submit course unit tasks

At the end of this unit, the students are expected to: Cognitive: 1. Compare thoroughly the teaching process to the learning process. 2. Recognize clearly the role of health professionals as educator in health promotion. 3. Explain correctly the principles affecting the learning process. 4. Discuss comprehensively the general principles applicable to instructional media. 5. Explain correctly the concept of health education.

Bastable, Susan B. (2019). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, pages: 55-61; pages: 429-431. (10 points will be covered from this reading for the assessment task)

LEARNING THEORIES CLASSICAL CONDITIONING  A simple learning process whereby a neutral stimulus is able to evoke a response because it has been paired with another stimulus (that originally elicited a response).  Is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus? OPERANT CONDITIONING  Described as a process that attempts to modify behavior through the use of positive and negative reinforcement.  Through operant conditioning, an individual makes an association between a particular behavior and a consequence. SOCIAL CONDITIONING  In this theory, people can learn new information and behaviors by watching other people. THE “HOWs” OF TEACHING In order to facilitate teaching the following guidelines can be adapted and applied: A. Strategies B. Approach C. Technique D. Method

A. STRATEGY  Is the art and science of directing and controlling the movements and activities of the army. If strategy is good, we can get victory over our enemies. In teaching this term is meant those procedures by which objectives of teaching are realized in the class.  Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies.  Teaching is the generalized plan of the whole lesson plan.  In strategy of teaching, realization of objectives is given more importance than presentation of lesson.  A strategy does not follow a single track all the time, but it changes according to the demands of the situations such as age, level, needs, interests and abilities of the students. Thus strategy is more comprehensive than method.  It is directional in nature. It refers to goal directed activities of the teachers. Thus, it is more close to science than arts. TEACHING STRATEGIES  Brainstorming- is a large or small group activity that encourages students to focus on a topic and contribute to the free flow of ideas.  Case studies- are effective ways to get students to practically apply their skills, and their understanding of learned facts, to a real-world situation. They are particularly useful where situations are complex and solutions are uncertain.  Debates- structured way of exploring the range of views on an issue. It consists of a structured contest of argumentation, in which two opposing individuals or teams defend and attack a given proposition.  Discussion- Discussion lets class members work actively with the ideas and the concepts being pursued, and discussion sessions can be an extremely effective in changing behaviour or attitudes. Consequently, teachers use them frequently in instructional situations  The flipped classroom-students complete learning normally covered in the classroom in their own time (by watching videos and/or accessing resources), and classroom time is dedicated to hands-on activities and interactive, personalized learning, leading to deeper understanding. Students use class time to apply the theory and concepts discussed in the videos, and to utilize techniques including group problem-solving and team building games, simulations, case study reviews, and group discussions.  Group work- is a method of instruction that gets students to work together in groups.

 Questioning- The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of Teaching Settings.  Simulations- are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Students experience the reality of the scenario and gather meaning from it. APPROACH  Ways in which you try to engage students with the subject matter (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic)  The ways in which you support your students (encourage questions, set formative assessments, and provide constructive feedback). A description of the approach in teaching includes:  The mode or manner of teaching (lecture, tutorial, bedside teaching, laboratory work);  Some understanding of how people learn (learning theory);  Some understanding of how to facilitate learning (qualities of the teacher such as passion, principles for good teaching practice such as providing timely and constructive feedback, putting educational theory into practice). TYPES OF TEACHING APPROACH  The executive approach- views the teacher as manager of complex classroom processes, a person charged with bringing about certain outcomes with students through using the best skills and techniques available.  The facilitator approach- it places a high value on what students bring to the classroom setting, it places considerable emphasis on making use of students’ prior experience.  The liberationist approach- is rooted in notions of liberal education, wherein the goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life. TEACHING APPROACHES  Discovery Learning  Takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which

students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.  Conceptual Teaching  Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking.  Process Writing  Treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself.  Unified Teaching  This approach lends itself smoothly to a unified teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model. The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional. TEACHING APPROACHES A. DISCOVERY  Refers to various instructional design models that engages students in learning through discovery.  Usually the pedagogical aims are threefold:  Promote "deep" learning,  Promote meta-cognitive skills (develop problem-solving skills, creativity, etc.),  Promote student engagement.  An approach, which capitalizes on the child’s natural curiosity and urge to explore the environment.  The child learns by personal experience and experiment and this is thought to make memory more vivid and help in the transfer of knowledge to new situations. B. CONCEPTUAL  Choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics.  Not a particular teaching method with specific steps to follow; it is more of a viewpoint of how facts and topics under a discipline should be dealt with.

 Involves more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigative work.  choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics

C. PROCESS  An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems.  Through this approach students get a sense that learning is much more than the commission of facts to memory. Rather, it is what children do with that knowledge that determines its impact on their attitudes and aptitudes. D. UNIFIED  It is based on a breakdown of knowledge to integrated modules of information. The basic level of breakdown is to be used in education to buildup concepts, while the higher ones are to be used to buildup complex concepts of knowledge, including those of experts. Key to the success of this breakdown is the relational integration of the information leading to the concept under consideration.  This approach lends itself smoothly to a unified teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model.  The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional. E. METHOD  Method of teaching is directly related to the presentation of the lesson. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher. FOUR METHODS OF PRESENTING THE SUBJECT MATTER 1. TELLING METHOD o Lecture method, Discussion method, Storytelling method and so on. 2. DOING METHOD o Project method, Problem solving method, Textbook method and so on. 3 .VISUAL METHOD

o Demonstration method, Supervised study method and so on. 4 .MENTAL MEHOD o Inductive, Deductive, Analysis, Synthesis method etc. F. TECHNIQUES  It is a procedure by which new knowledge fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class.  These activities help the teacher to take shift from one strategy to another. Thus, teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies, giving proper stimulus for timely responses, drilling the learn responses, increasing the responses by extra activities and so on. G. INSTRUCTIONAL MEDIA  Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives  May include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing. HEALTH EDUCATION  Health education is a social science that draws from the biological, environmental, psychological, physical and medical sciences to promote health and prevent disease, disability and premature death through education-driven voluntary behavior change activities.  Health education is the development of individual, group, institutional, community and systemic strategies to improve health knowledge, attitudes, skills and behavior.  Simply, it is the profession of educating people about health for attainment of positive health. CONCEPT OF HEALTH EDUCATION  Concept of Health:  The word health is derived from Hal, which mean “hale ( strong, healthy), sound

(body, family and environment), whole.” Hahn and Payne describe health in terms of six interacting and dynamic dimensions- physical, emotional, social, intellectual, spiritual and occupation. AIMS OF HEALTH EDUCATION 1. Health promotion and disease prevention. 2. Early diagnosis and management. 3. Utilization of available health services. PRINCIPLES OF HEALTH EDUCATION 1. Credibility: message should be convey by the trusting people 2. Interest: firstly we should find the need of the community in-order to create interest 3. Participation: choice interest topic 4. Motivation: firstly convey the message in order to change the behavior 5. Comprehension: firstly find the capacity of the people which need the baseline data 6. Reinforcement: need repeat follow up 7. Learning by doing 8. Known to unknown: starts what knowledge they have up to the knowledge they don't have 9. Setting an example 10. Good human relations: build reporting to the communities people 11. Feedback: should give to the community what change occurs, how many people developed knowledge and many others. 12. Leaders

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NEED AND IMPORTANCE OF HEALTH EDUCATION Inform people about health, illness, disability, and ways in which they can improve and protect their own health, including more efficient use of the delivery system; Motivate people who want to change to more healthy practices; Help them to learn the necessary skills to adopt and maintain healthful practices and lifestyles; Foster teaching and communication skills in all those engaged in educating consumers about health; Advocate change in the environment that facilitate healthful conditions and healthful behavior; and

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Add to knowledge via research and evaluation concerning the most effective ways of achieving the above objectives. 1

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Study Questions Fill in the vocabulary work mat. Using your textbook, search the words to find the definitions and fill in the work mat. (20points) TEXTBOOK: Bastable, Susan B. (2019). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (pages 357 to 377 see Instructional Methods – Traditional Methods and NonTraditional Methods)

CLUES: Across 1. Telecommunications approach to instruction using video technology to transmit live or taped messages directly from the instructor to the viewer. 3. Defined as a highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction. 5. A method by which the learner is shown by the teacher how to perform a particular skill. 8. Each self study module usually focuses on one topic, and the hallmark of this format is independent study. 10. They are asked to play assigned parts of a character as they think the character would act in reality. Down 2. 4.

Method of self-study using computers to deliver an educational activity. CAI allows learners to proceed at their own pace with immediate and continuous feedback on their progress as they respond to a software program. Discussion is one of the most commonly employed instructional techniques. The activity is

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learner-centered and subject-centered. A method whereby an artificial or hypothetical experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation These activities do not have to reflect reality, but they are designed to accomplish educational objectives. The goal is for the learners to win a game by applying knowledge and rehearsing skills previously learned The experience should actively involve the learner and be based on his or her unique learning needs. *Read in advance from the course unit study guide for the next session topic: Good Teaching Practice: Roles and Functions of a Teacher

Barnes, Jonathan. (2018). Applying Cross-Curricular Approaches Creatively. Bastable, Susan B. (2019). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice....