PRINCIPLES AND STRATEGIES IN

TEACHING HEALTH EDUCATION

INSTRUCTIONAL
PLANNING AND
CONDUCTING
CLASSES
 Emphasizes a phase
of the behavior
change process that is
related to the clients
needs and wants
Follows the sequence
of the behavior-
change process that is
related to the clients
health needs/
problems
 Recognize and use the methods of
learning that involve the student as
an active participant
Include the list of specific actions or
abilities that the client may perform
at intervals during the educational
intervention and at the end
Clarify what the teacher expects the
studentsto do when the educational
intervention is over.
1. Prepare the teaching plan
- Get background information about the
learner (demographic date)
2. Conduct needs assessment
- Scope and content of the health education
class
- Actions to address the need of the learner,
possible approaches, strategies or
methodologies to be used.
3. Formulate a Behavioral Objectives
4. Develop a Teaching Plan
A. Assess the learning needs by
answering the ff.
i. What are the char. and learning
capabilities of the learner?
ii. What needs have been identified and
prioritized
iii. What knowledge does the learner
already have in relation to the
subject?
iv. Is the client motivated to change
unhealthy behaviors
v. What are the barriers or obstacles to
learning that the health educator has
identified?
B. Determine what the learner needs to
accomplish by identifying the learning
gaps in the skills, knowledge and
attitudes and values of the learner.
C. Identification of needs is a prerequiusite
in formulating behavioral objectives
Behavioral objectives
Acts as a guide or compass of the
educator in planning,
implementation and evaluation of
teaching and learning outcomes
1.Educational or Instructional
objectives
- Used to identify the intended
outcomes of the education process
2. Behavioral or Learning objectives
- 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
3. Goal
- Is the final outcome or what is achieved
at the end of the teaching and
learning process
Long term target
Achievable withinn weeks or months
Broad, global and multidemensional
4. Objective
- A specific, single, unidimensional behavior
- A statement of specific and short term
behavior that must be achieved before a
goal is reached
- Derived from a goal and must be
consistent with it
1. Condition identify the testing situiation
2. Performanace state the learner and
the learners behavior
3. Criterion state theperformance level
Ex.
After watching a demonstration on
phlebotomy (CONDITION), the student
will be able to correctly withdraw blood
(PERFORMANCE) from the vein of the
patient (CRITERION).
 Condition Performance Criterion
(Testing (Learner (Quality of
Situation) behavior) Accuracy)
Ex. The learner will
Without using a be able to: -5 out of 6
calculator -Solve problems
Using a model -Demonstrate -the correct
Following a -List procedure
group discussion -Select -at least 10
Using the names
performance -100%b
criteria accuracy
 Is a classification,
categorization or arrangement
of things based on their
relationship with one another

Taxonomy of Educational
Objectives
- By Benjamin Bloom (1956)
- the classification of
educational goals
A.Cognitive
B.Affective
C.Psychomot
or
-thinking domain
-includes strategies related to
student learning or encoding
of material and facilitation of
reterival information
Blooms Taxonomy
- Cognitive abilities can be
measured along a continuum
complex from simple to
complex
1.Knowledge
Exhibit memory of previously-
learned materials by recalling facts,
terms, basic concepts and answers
Knowledge of specifics -
terminology, specific facts

Questions like: What are the health

benefits of eating apples?
 Demonstrative understanding
of facts and ideas by
organizing, comparing,
translating, interpreting,
giving descriptions, and
stating main ideas

Questions like: Compare the

health benefits of eating
apples vs. oranges.
 Using new knowledge
Solve problems to new
situations by applying acquired
knowledge, facts, techniques
and rules in a different way

Questionslike: Which kinds of

apples are best for baking a
pie, and why?
 Examine and break information
into parts by identifying motives
or causes.

Analysis of relationships

Questions like: List four ways of

serving foods made with apples
and explain which ones have
the highest health benefits.
Provide references to support
your statements.
 Compile information together in a different
way by combining elements in a new
pattern or proposing alternative solutions

Questions like: Convert an "unhealthy"

recipe for apple pie to a "healthy" recipe
by replacing your choice of ingredients.
Explain the health benefits of using the
ingredients you chose vs. the original
ones.
 Present and defend opinions by
making judgments about information,
validity of ideas or quality of work
based on a set of criteria

Questions like: Do you feel that

serving apple pie for an after school
snack for children is healthy? Why or
why not?
 feeling domain
Involves internalization or
commitment of feelings
expressed as emotions,
interests and attitudes,
values, appreciations and
how these are
incorporated to ones
personality 0r value
system
1. Receiving - The lowest level;
the student passively pays
attention. Without this level no
learning can occur.
2. Responding - The student
actively participates in the
learning process, not only
attends to a stimulus; the
student also reacts in some
way.
3. Valuing - The student attaches a value
to an object, phenomenon, or piece of
information.
4. Organizing -The student can put
together different values, information,
and ideas and accommodate them
within his/her own schema; comparing,
relating and elaborating on what has
been learned.
5. Characterizing - The student holds a
particular value or belief that now
exerts influence on his/her behaviour so
that it becomes a characteristic
 skills domain Teaching Methods
describe the ability 1. Demonstration-return
to physically demionstration
2. Self-directed study
manipulate a tool
3. Role playing, Peer
or instrument
teaching
objectives usually
focus on change
and/or
development in
behavior and/or
skills.
 Perception
Set
Guided Response
Mechanism
Complex Overt
Response
Adaptation
Origination
 The ability to use sensory cues to guide
motor activity.
Detects non-verbal communication cues

Examples: Estimate where a ball will land

after it is thrown and then moving to
the correct location to catch the ball.

Key Words: chooses, describes, detects,

isolates, differentiates, distinguishes,
identifies, relates, selects.
 Readinessto act
It includes
mental, physical, and
emotional sets.
mindsets

Examples: Knows and acts upon a

sequence of steps in a
manufacturing process.
Recognize one's abilities and
limitations. Shows desire to learn
a new process (motivation).
 The early stages in learning a complex
skill that includes imitation and trial
and error. Adequacy of performance
is achieved by practicing.
Examples: Performs a mathematical
equation as demonstrated. Follows
instructions to build a model. Responds
hand-signals of instructor while
learning to operate a forklift. Key
Words: copies, traces, follows, react,
reproduce, responds
 Thisis the intermediate stage in
learning a complex skill.Learned
responses have become
habitual and the movements
can be performed with some
confidence and proficiency.

Examples: Use a personal

computer. Repair a leaking
faucet. Drive a car.
 Key Words:
assembles,
calibrates,
constructs,
dismantles,
displays, fastens,
fixes, grinds, heats,
manipulates,
measures, mends,
mixes, organizes,
sketches.
 The skillful performance of motor acts
that involve complex movement
patterns.

Proficiency is indicated by a quick,

accurate, and highly coordinated
performance

Examples: Maneuvers a car into a

tight parallel parking spot. Operates a
computer quickly and accurately.
Displays competence while playing
the piano.
 Key Words:
assembles, builds,
calibrates,
constructs,
dismantles,
displays, fastens,
fixes, grinds, heats,
manipulates,
measures, mends,
mixes, organizes,
sketches.
 Skills are well developed and the
individual can modify movement
patterns to fit special
requirements.

Examples: Modifies instruction to

meet the needs of the
learners.

Key Words: adapts, alters,

changes, rearranges, reorganizes,
revises, varies.
 Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.

Examples: Constructs a new theory.

Develops a new and comprehensive
training programming.
Creates a new gymnastic routine.
Key Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiate, makes, originates.
 1.Demonstration phase
-crucial phase where the
instructor must be able
to smoothly, skillfully
and successfully
demonstrate a
procedure (students
must be able to see and
hear clearly)
 In teaching skills for
preparing and giving
medications by injections:
a. first, identify different
syringes and needles
b. show the sites for
different types of
injections
c. Illustrate the proper way
of administering the
different types of
Injections
 Thelearners must be able
to explore and manipulate
the equipment right after
the demonstration

** FEEDBACK on the
performance must be given
immediately to reinforce
correct behavior and
eliminate errors
 1. assemble all equipment's ahead of time
2. make sure all equipment is in working
condition
3. Do a dry run-timed the
demonstrations
4. arrange the environment to be as
realistic as possible
5. perform the procedure step by step,
explaining as you go along
6. when appropriate give rationale as you
go along
7. be sure to adhere to all principles
required
8. consider performing the procedure for
the second time, or have a return
demonstration
Approac
hes in
teaching
 Generalpan or scheme to
achieve an objective

Provides the teacher with an

enlightened, objective
viewpoint, philosophy and
orientation to the total
process of teaching and
selection of the instructional
method of teaching
 1.INDUCTIVE approach- begins
with particular
statements to
general statements

Ex.Enzo has red blood cells

.Human beings have red blood
cells. Therefore ,Enzo is a human
being.
 Is a way of thinking from specific to
more general rules
Examples:
"Every time you eat shrimp, you get cramps. Therefore
you get cramps because you eat shrimp."

"When chimpanzees are exposed to rage, they tend to

become violent. Humans are similar to chimpanzees, and
therefore they tend to get violent when exposed to rage."

"The women in the neighboring apartment has a shrill

voice. I can hear a shrill voice from outside, therefore the
women in the neighboring apartment is shouting."
 Begins with general statements
to specific statements
Solving a problem or difficulty is
done by applying to it a
generalization that has
already been formed
 Other examples:
Everyday I go to work.
This journey from my home to my office takes me
one hour (premise).
I have to report at eight o' clock in the morning
(premise).
So, if I leave my house at seven o' clock in the
morning, I will reach office in time (conclusion)
Identify if deductive or inductive:
 1.inductive method-
trains the student
to think logically

2.Deductive method
-trains them to
postpone judgement
until further verification is
done
 1. strategy- plan of action, tactic
or a scheme which the
teacher devices to achieve goals
and learning objectives
2. Instructional or teaching
strategy- overall plan for
learning experience which
makes use of one or more
methods of teaching which
includes content and
processes
 3. Instructional methods-
techniques and approaches
used by the teacher to make the
learner understand the content
to be learned
4. Methods- a way, approach, or a
process to communicate
information( ex, lecture,
demonstration ,role playing and
etc.)
 5. Instructional materials are
actual means or vehicle by
which information is shared with
the learner (ex. books, videos,
posters)
6. Device- teaching aid or tool,
visual aid or instructional aid (ex,
slides, films, white board and
etc.)
 7.Technique -refers to the
art or skills of a teachers
performance in teaching,
the manner in which a
teacher applies a method
to achieve an immediate
objective
 1. employment of reinforcers
*positive reinforcers (rewards
,praise)
*negative reinforcers (stimulis
which serve as a relief form pain and
discomfort)
How to used positive reinforcement positively:
1. Knowledge of results (redemonstration)
2. Information on results of written exams
3. Grades
4. Rewarding for cooperative behavior
 2. Explaining or making things
clear by using the right
terminologies, examples and
models
Always give simple examples and
relevant, check if lesson objectives have been
attained
3. used of simulation and games
-merging of theory to real life experiences
4. developing psychomotor skills
- Meeting the practice needs of the students