PRINCIPLES and STRATEGIES of TEACHING in HEALTH EDUCATION

Facilitating Learning, Child and Adolescent Development

 The Human development is about the remarkable journey that everyone has
taken through their lifespan from the union of the egg cell and sperm cell, through
childhood and adolescence up to the unfolding of adult life.
 Human development focuses on improving the lives of the people automatically,
to a greater wellbeing.

Human Growth Changes and Development

Development:

 Development is influenced by heredity (nature) and environment (nurture)

 Development patterns show wide individual differences.
 Proceeds from general to specific
 Development rates vary

Growth

 Growth is sequential
 Growth is continuous
 Growth is patterned

Stages of Development

1. Pre-natal Stage- from conception to the time of birth.

2. Infancy/babyhood (birth to 2 years) – it is the foundation age when basic behavior
patterns are organized and many ontogenic skills emerge.
3. Early childhood (3 to 5 years) – it is characterized as pre-gang, exploratory and
questioning age. Language and elementary reasoning are require and
initial socialization is experienced.
4. Middle and Late Childhood (6 to 12 years) – gang age, age of creativity,
development of social, self-helping, play and school skill.
5. Adolescence (13 to 18 years) – transition age from childhood and adulthood
when sex maturation and rapid physical development occur resulting to
changes in ways of feeling, thinking and acting
6. Early Adulthood (19-29 years) – age of adjustment to new patterns of life and
new roles such as spouse, parent and bread winner.
7. Middle Adulthood (30-60 years) – transition age when adjustments to initial
physical and mental decline are experienced.
8. Late Adulthood (61 and above) – increasing rapid physical and mental
decline. Psychological as well as physical illnesses are experienced.
Individual Differences

 Individual differences are the more or less enduring psychological characteristics

that distinguish one person from another and thus help to define each person’s
individuality.
 Individual differences in processing speed are correlated with individual
differences in intelligence and working memory (Jensen, 1998).

Lewis Terman of England is considered as the Father of Modern Intelligence Quotient Test

I.Q. DESCRIPTIONS

140+ Genius

130-139 Very superior

120-129 Superior

110-119 Above average

90-109 Average (normal)

80-89 Below average

70-79 Dull (borderline)

50-69 Moron

49 BELOW Imbecile/idiot
(feeble minded)

LESSON 1: TEACHING-LEARNING PROCESS

 The process of teaching-learning is a science that should be strengthened by
research and experimentation.
 It is an art that involves a continuous exchange of knowledge and action.
 Teaching and learning process is the core of education.
 It is the most powerful instrument of education to bring the desires changes in the
students.

Concept of Teaching

 Teaching is a complex, goal oriented, multifaceted activity. Stand for educating

the youth or simply giving instructions.
 Teaching is a system that induces learning. It is an organized activity that is
intended to achieve learning by stimulating positive interactions between the
teacher and learners.
  Teaching can be defined as the purposeful manipulation of the learner’s
environment.
 Teaching and learning are the set of events that are designed to bring the
behavior changes in instruction.
 Teaching as success
 Teaching as intentional activity
 Teaching as normative activity
 Scientific definition of Teaching

Concept of Learning

 Learning can be defined as a change in behavior, perceptions, insights,

attitude, it can be repeated when the need is aroused.
 Learning takes place in each person’s mind; people learn for themselves; no one
can do it for them.
 Learning through experience will caused individual to change. But changes in
development is not learning.
 Learning is a change or modification in the behavior part of growth.
 Learning process refers to series of learning that takes place.
 Learning is acquisition, through maturation and experience

Teaching and Learning Process

What role does each play in the TEACHING-LEARNING PROCESS?

The Teacher

 A teacher is a person who provides education for students, who facilitate

education for an individual.
 A teacher is a person who helps individuals to learn.
 A teacher is a person who helps students to acquire knowledge, competence or
integrity.
The Learner

 The learner is an embodied spirit. He is neither body nor spirit alone.

 He / She is a union of an emotional body and a sound soul.
 His/ her body experiences and feels pain and pleasure.
 His/ her soul is the principle of spiritual abstraction, self-reflection.
 Learner is equipped with cognitive as well as appetitive ability.

The Learning Environment

 It consist of the physical, as well as the psychological environment, that surrounds

the learner and that influences his/ her learning.
 It is the classroom and all the instructional features and the non-threatening
classroom climate needed in planning and implementing all teaching and
learning activities.

Learning Theories
Learning Theory

 A learning theory is a coherent framework and set of integrated constructs and

principles that describe, explain or predict how people learn, how people
acquire new knowledge and develop skills, how learning occurs, and what
motivates people to learn and changes (Bigge & Shermis, 1992).

In the context of health education, knowing about learning theories is a way to

understand how people learn.

Learning is dynamic, lifelong process that is unique to each individual.

Some issues like:

 How does learning takes place,

 What ensure success or contribute to failure in learning and
 What the obstacles to learning have been concern of educators?
 Have been given more emphasis in what is now the trend of mentoring the
mentor.

BEHAVIORAL LEARNING THEORY:

A. Classical Conditioning Theory

 Learners occurs by pairing a stimulus that is neutral with respect to a particular
response to a stimulus that elicits that response until the original neutral stimulus
come to elicit the same response. Also known as simple conditioning or
conditioned response.
Basic Concepts of Classical Conditioning

A. Unconditioned Stimulus (UCS)

 Stimulus that naturally produces an unconditioned response. It is an
unconditionally, naturally, and automatically triggers response.

B. Unconditioned Response (UCR)

 A response to unconditioned stimulus. It is the unlearned response that occurs
naturally in response to the unconditioned stimulus.
C. Conditioned Stimulus
 a stimulus that has required the power to generate a conditioned response.

D. Conditioned Response
 a response elicited after a conditioning process

Learning Paradigm

Before Conditioning:

Teacher Command- “ recess time” “Child respond”

Neutral Stimulus:

“Recess Time + Bell = Child Prepared Snacks”

Neutral stimulus + unconditioned stimulus:

Recess Time = Child put out snack for each encounter with oral command

Some Applications of Classical to Classroom Teaching

1. Facilitate emotional, behavior and cognitive response to neutral stimuli

though positive associations.
2. Build positive associations between teaching and learning activities.
3. Relate learning activities with pleasant events.
4. Maintain a positive learning environment.
Operant Conditioning Theory

 An individual learns the desired responses because he/she is rewarded doing so

and learn the desired responses he/she is punished doing so.

Basic Concept of Operant Conditioning

Operant conditioning- using pleasant consequences to control the occurrence of

behavior.

Reinforcers – any consequence to awaken behavior.

a) Primary reinforcement – related to basic need e.g food

b) Secondary reinforcer – value of something is required with primary reinforcer. e.g
money

Ex. When you give a dog a food treat and tell him “Good boy”, he’s getting both the
primary stimulus of the treat and the secondary reinforcement of the verbal praise.

Learning Paradigm

Situation no. 1

Operant behavior= Diane studied hard and got 98 in the last test in Math

Positive Reinforcement= father gave him 100 pesos

Response= Increase the desire to study harder.

Situation no.2

Operant behavior= Anne studied harder

Negative reinforcement= escapes home chores, increase the chances of getting high
grades

Response= keeps on studying harder

Social Learning Theory

 It is based on the studies of Richard Wallace and Albert Bandura concerning a

group of children who were exposed to three models in films. An individual
learns through observation and imitation of others. It consists of four
observational Learning

Four phases:

a. Attention (concentration)
b. Retention (an ability to retain things in mind)
c. Reproduction (the act or process of reproducing)
d. Motivation (the act or process of motivating someone)
Components of the Educative Process

1. Learner
2. Teacher (involved in the learning process)
3. School (the learning situation)

The Three Pillars of Teaching-Learning Process

1. Teacher
2. Learner
3. Subject Matter

With changing educational goals, the choice of methods becomes important, how
then will the teacher decide what methods to use?

These are the things to consider, the educational objectives or the aim of the lesson, the
nature of the subject matter or the lesson, the nature of the learners, school
equipment and facilities and the teacher.

Characteristics of Good Methods

The How of Teaching

 It makes use of the principles of learning and allows the operation of these
principle such as readiness, exercise, and effect as provided for. The lecture is a
good method for adult and not for small children.
 It utilizes the principles of learning by doing field trips and experiments provide
first-hand experiences.
 It provides for individual differences. A method should be flexible enough to
serve the bright, the average, and the slow learners.
 It stimulates thinking and reasoning.
 It provides for growth and development. Children should grow in knowledge
and ideas; in habits; skills and abilities; in attitude and sentiments.

Teaching and Methods

Methods play a vital role in teaching. They are the avenues that must be followed to
realize a desired learning goal.

a. Lecture Method
b. Case study
c. Clinical learning Education
d. Group discussion
e. Seminar
f. Tutorial
Teaching is more effective and student learning is enhance when:

a) Set of objective – knowledge and skills are expected students to demonstrate

by the end of the course.
b) Instructional Activities- such as case studies, laboratory, discussion, reading
c) Assessment- test, exams, and performance

According to Young, 2003. The effective teacher possesses certain qualities,

characteristics and attitude which make them one of the most approachable and
respected members of the faculty.

LESSON 2- Teaching Approach

 It is a set of principles, beliefs, or ideas about the nature of learning which is
explained into the classroom. Approaches vary in the degree of teacher
and learner engagement, focus, number of learners involved in the
teaching-learning process.

a) Discovery Approach
 Which refers to an inductive method of guiding students to discuss and
organize ideas and processes by themselves.
b) Process Approach
 In the new curriculum emphasizes it emphasizes science as a process
whereby the child learns to understand his environment and simultaneously
scientific skills through personal experience with materials and phenomena.

c) Conceptual Approach.
 In this approach, subject matter is taught to enable learners to develop
concepts. A concept is one’s mental picture of anything, an idea, an
object, or procedure;
 d) Unified Approached
 Are a means of treating relationships that exist among the significant
components making up a given body of knowledge.
e) Inquiry Approach
 is more focused on learning and using content as a means of develop
information-processing and solving –problem skills.

Instructional Media

 The term instructional media has been defined in a variety of ways. In some cases,
it refers to all aids that are used by the teacher and students. In other case it refers
only to printed media.

LESSON 3- The Nature of Health Education

 Health Education involves the teaching and learning of habits concerning
the objectives of healthful living.
 Health learning should relate to the interest of students.
 Health Education is any combination of learning experience designed to
facilitate voluntary adaptations of behavior conducive to health (Green, et.al
1980). It is a science and a profession of teaching concepts to promote,
and enhance one’s health.

What is the purpose of Health Education?

 Health Education aims to positively influence the health behavior and health
perspective of individual and communities for them develop self-efficacy to
adopt healthy lifestyles resulting to healthy communities.

Concept of Health and Wellness

 Health is a word that is derived from the old English word for HEAL. It means
whole, its health concern the whole and his/her integrity, soundness or well-
being and that the body, mind and spirit are one.
 Health is the holistic nursing intervention focuses on the total care of
individual as a complete being rather than on fragmented care which
focuses only on the part or parts which are not healthy or function.
 Health is holistic and it includes the different dimensions of health taking into
account, the separate influences and interaction of three dimensions.

The Dimensions of Health

Broader Dimensions of health in the outer circle.

a. Societal health

b. Environmental Health
Individual Dimensions of Health in the inner circle.

a. Physical health

b. Mental health

“Learning results from what the student does and thinks, and only from what the student
does and thinks. The Teacher can advance learning only by influencing what the student
does to learn.”

-Herbert A. Simon.