THE TEACHING-LEARNING PROCESS A Actor/doer/learner

Questions to consider:
1. Who are the learners? B Behavior
2. What are the purposes for the health education?
3. What should be the content of the health teaching? C Condition (under what condition and/ or
4. How should the content be presented to achieve the purpose? method should the behavior occur)
(strategies)
5. Where should the health teaching be conducted? D Degree of performance
6. When should the health teaching be conducted?

FRAMEWORK OF THE TEACHING PROCESS CHARACTERISTICS OF CLEARLY DEFINED OBJECTIVES:

(Diagnostic- Intervention-Evaluation Process)
Assessment of Need to Learn
Assessment of Motivation
Diagnostic Statement & Setting of Objectives
*EXAMPLES*
1. It should identify the behavior to be observed (e.g. write, state, describe)
or a product of the learner’s efforts that may be examined. (e.g. come
up with a design…)
2. It should pinpoint the condition/s under which the learner is to work
(Answers the question “What materials to use?” Or “What activity to
undertake?”
3. It should indicate the level of performance that is desired.
4. It should specify the time at which the learner should attain the objective

Actual Teaching & Learning

THREE DOMAINS OF LEARNING (BLOOM)
1. Cognitive
 all intellectual behaviors that require thinking that ranges from
Evaluation and Reteaching if necessary simple (lower-order) to complex (higher-order)
Simple Complex
Factual knowledge Application
THE TEACHING PROCESS VS NURSING PROCESS Comprehension Analysis
1. Assessment Synthesis
 Gather data about the learner’s learning needs, motivation, Evaluation
ability to learn, teaching resources available, and leaning
environment.  LEVELS OF COGNITION
2. Planning a. Factual/ Recall
 Identifying priorities regarding learning needs - previously learned materials
 Establishing learning objectives - E.g. Identify, define, list, select, name
 Identifying the teaching methods b. Comprehension
 Determining methods of evaluating outcome - grasping the meaning of learned materials
“A teaching plan is always put into writing” - E.g. Classify, explain, convert, predict
c. Application
*COVERPAGE of a SYLLABUS/ RESOURCE UNIT* - using information in concrete situations
FORMAT OF SYLLABUS/ RESOURCE UNIT - E.g. Compute, modify, demonstrate
Central Objective: d. Analysis
Specific Content T-L T. References Evaluation - breaking down materials into parts
Objectives activities A Method - E.g. Differentiate, diagram, separate
e. Synthesis
- putting parts into whole
- E.g. Combine, create, design, compose, construct,
formulate
f. Evaluation
- judging the value of a thing for a given purpose
3. Implementation - E.g. Judge, criticize, justify, compare, conclude,
 Conduct the actual teaching; implement the teaching discriminate
methods
4. Evaluation  EXAMPLE
 Determine outcomes of teaching-learning process a. Facts/ Knowledge
 Reinforce information as needed  More sample verbs:
 Identify Name Define Desire List Match Select
BEHAVIORAL OJECTIVES Outline
o Objectives b. Comprehension
- are precise statements of what one intends to achieve through  Sample verbs:
planned learning activities; usually stated in terms of behaviors or  Classify Explain Summarize
competencies the learner must perform Convert Predict Distinguish
- e.g. demonstrate how to prepare ORESOL c. Application
 More sample verbs:
o Behavioral Objectives  Demonstrate Compute Solve Modify Arrange
- describe observable behaviors of the learner or observable Operate Relate
products of learning. d. Analysis
 More sample verbs:
Specifying objective will help one to decide on the following:  Differentiate Diagram Separate Orders Estimates
 What to include in the learning process (content) e. Synthesis
 What appropriate learning methods to use  More sample verbs:
 How to assess the effectiveness of teaching  Combine Create Formulate Design Compose
 What other instructional activities to include to create conditions Construct Revise Rearrange
that facilitate learning f. Evaluation
Learning Objectives should specify the following elements:  More sample verbs:
  Judge Criticize Compare Justify Conclude a. An outcome (what has been achieved)
Discriminate b. The process (how it has been achieved)
- Whether the most appropriate methods were used;
2. Psychomotor - whether they were used in the most effective way
 learning of skills or how to perform manual operations
 involves intellectual and motor activities ASSESSING OUTCOME:
 best taught with demo and practice - done by going back to the objective
- Could be assessed by:
3. Affective a. Observing changes – what clients say or do
 Involves learning of positive attitudes/ feelings b. Interviews or oral exam
 Ex. c. Written tests or use of questionnaires
o Verbalize the importance of… d. Recording behavior observed
o Shows enthusiasm in…
o Listens patiently… ASSESSING PROCESS
- Looking at what went on during the process of implementation
APPROPRIATE TEACHING METHODS BASED ON LEARNING - 3 ASPECTS:
NEEDS 1. Measuring input
A. COGNITIVE - time, money, and materials
1. Discussion (one-on-one or group) - To make judgement whether outcome was worth the cost
- Promotes active participation 2. Self – evaluation
- Enhances application and analysis of new information - Can be done by asking:
2. Lecture  What did I do well?
- More formal method because it is controlled by the  What would I like changed?
teacher  How can I improve next time?
- Helps learner acquire new knowledge and gain 3. Feedback from other people
comprehension - From peer & clients
3. Question-and-answer session - Need atmosphere of openness and honesty where
- Designed specifically to address concerns problems can be confronted without people feeling
4. Role Play blamed or judged as bad
- Allows learner to actively apply knowledge in controlled
situation TECHNIQUES IN MEASURING BEHAVIOR
- Promotes synthesis of information and problem solving 1. Direct observation
5. Independent project; field experience 2. Rating scales and checklists
- Allows client to assume responsibility for completing 3. Anecdotal records and critical incidents
learning activities at own pace 4. Oral questioning
5. Written measurement
B. AFFECTIVE 6. Self-Report
1. Role Play
- Allows expression of values, feelings and attitude PURPOSES OF EVALUATION
2. Discussion (group) 1. Directs and motivates learning
- Permits learner to learn from others’ experiences; allows 2. Used to determine whether someone ought to be selected or certified
learner to acquire support from others for having met a specific level of expertise
- (one-on-one) allows discussion of personal sensitive 3. Reinforces correct behavior
topics of interest or concern 4. Helps determine adequacy of teaching
5. Provides direction for improvement of learning
C. PSYCHOMOTOR
1. Demonstration
- Provides presentation of procedures or skills
- Allows learner to incorporate modeling of health
worker’s behavior
2. Practice
- Gives learner opportunity to perform skills using
equipment to a controlled setting
3. Return Demonstration
- Permits learner to perform skills as the teacher observes
- Provides excellent sources of feedback and
reinforcement
4. Independent projects, games
- Permit learner to use new skills

LEARNING AIDS CAN…

 Keep the group’s interest, arouse curiosity and hold attention
 Emphasize key points
 Allow step-by-step explanation and sequencing of information
 Show something rather than just telling-drawing, samples

AN APPROPRIATE LEARNING AID IS:

 Relevant to the objectives
 Affordable
 Easy to make and use
 Well understood
 Interesting and entertaining
 Encourages participation and discussion

EVALUATION
- To determine the worth of something by judging it against a standard
- The judgment can be about: