HLTHEDUC Lecture (1) PDF

HLTHEduc is a state of complete physical, mental, and social well-being and not merely the Module 1: Roles and Functions of a Health absence of disease or infirmity....

HLTHEduc is a state of complete physical, mental, and social well-being and not merely the Module 1: Roles and Functions of a Health absence of disease or infirmity. Professional in Education Behavior Merriam-Webster’s Dictionary defines MEDICAL TECHNOLOGIST behavior as “anything that an organism also known as a Clinical Laboratory does involving action and response Scientist stimulation.” a healthcare professional who plays a is any overt action, conscious or critical role in the medical field by unconscious, with a measurable frequency, performing complex laboratory tests that intensity and duration. are vital for the diagnosis, treatment, and Frequency prevention of diseases. refers to how many times the behavior utilize sophisticated biomedical occurs in a given time period. instrumentation and technology to analyze Intensity blood, tissue, and other bodily fluids, refers to how intensely or how hard the providing essential data that informs behavior is performed and is measured on clinicians' medical decisions. the effect it has on something. They ensure accuracy and reliability of refers to the amount of time spent on each laboratory results. session. Health Behavior What Do Medical Technologists Do? According to The World Health healthcare professionals who hold at Organization, health behavior is defined as minimum a bachelor’s degree in medical “any activity undertaken by an individual laboratory technology or a similar field. regardless of actual or perceived health The main purpose of their work is to help status, for the purpose of promoting, healthcare providers make diagnoses. protecting or maintaining health, whether they work in a pathology lab, preparing or not such behavior is objectively effective samples, slides, and cultures for the medical toward that end.” pathologist to review. They typically work According to David Gochman, health under a pathologist. behavior is defined as “those personal they will generally be the one who ensures attributes such as beliefs, expectations, that the lab runs smoothly and safely on a motives, values, perceptions, and other day-to-day basis. This includes setting up, cognitive elements; personality calibrating, and sterilizing lab equipment, as characteristics, including effective and well as analyzing and checking the accuracy emotional states and traits; and behavioral of lab reports. patterns, actions, and habits that relate to they work behind the scenes and do not health maintenance, to health restoration, interact with patients. and health improvement.” Three Key Foci of Health Behavior: HEALTH, BEHAVIOR, AND HEALTH BEHAVIOR 1. Maintenance of Health Health 2. Restoration of Health is an age-old concept. 3. Improvement of Health In Old English the idea appeared as haelen (“to heal”), and in Middle English as helthe, meaning to be sound in body, mind, and spirit The classic Greek definition of medicine was to “prolong life and prevent disease,” or in other words to keep people healthy. HEALTH EDUCATION AND HEALTH PROMOTION Gardner (1992) introduced multiple intelligences Health education professionals facilitate and identified seven types of intelligence: modification of health behaviors. 1. Verbal - words Health Education 2. Logical - math “It is a communication activity aimed at 3. Visual (Spatial) - knowledge by eyes enhancing positive health and preventing 4. Musical - musically inclined or diminishing ill-health in individuals and 5. Interpersonal - collaborate with others groups through influencing the beliefs, 6. Intrapersonal - being alone attitudes and behavior of those with power 7. Bodily Kinesthetics - learn by doing and of the community at large.” – Downie, 8. Naturalist - nature et al., (1990) Memory “Health education is any combination of the ability to both preserve and recover planned learning experiences based on information. sound theories that provide individuals, Three stages of memory: groups, and communities the opportunity to 1. Encoding acquire information and the skills needed to 2. Storage make quality health decisions.” – 2000 Joint 3. Retrieval Committee on Health Education and Three types of memory: promotion Terminology 1. Sensory memory - is the earliest “It comprises consciously constructed stage of memory. opportunities for learning involving some 2. Short-term memory - also known as form of communication designed to improve active memory, is the information health literacy, including improving we are currently aware of or thinking knowledge, and developing life skills which about. In Freudian psychology, this are conducive to individual and community memory would be referred to as the health.” – World Health Organization conscious mind. 3. Long-term memory - refers to the BASIC CONCEPTS continuing storage of information. In Learning Freudian psychology, long-term the activity or process of acquiring memory would be called the knowledge or skill by studying, practicing, preconscious and unconscious. being taught or experiencing something. Transfer ○ Active It is the ability to take information learned ○ Builds on prior knowledge in one situation and apply it to another. ○ Occurs in a complex social ○ The extent to which material was environment originally learned. ○ Situated in an authentic context ○ The ability to retrieve information ○ Requires learner’s motivation and from memory. engagement ○ The way in which the material was Teaching taught and learned. Process of knowledge transfer and also is an ○ The setting in which the material activity meant for students in order to was taught and learned. change student’s behavior. ○ The similarity of the new information Metacognition to the original It means “Thinking about one’s thinking.” includes a critical awareness of one’s thinking and learning and of oneself as a thinker and learner. It is an innate ability that predicts success in learning. Module 2: Learning Theories 3. Facilitates Language Learning - the classroom conditioning method helps A. BEHAVIORIST PERSPECTIVE children to adjust in a new environment Behaviorist learning theory is a comfortably psychology-grounded pedagogical line of 4. Helps to Adjust - the classical conditioning thought, based on the idea that behavior method helps children to adjust in a new can be researched scientifically without environment comfortably. consideration of cognitive states. 5. Attitude Development - the theory also The primary hypothesis is that learning is facilitates the development of positive influenced solely by physical variables attitudes among learners and the such as environmental or material elimination of negative attitudes. reinforcement. 6. Arouses Emotions - the theory is also useful focused on an observable change in the for emotional development as it arouses learner’s behavior. Learner’s behavior is feelings of happiness, joy, fear, and more in shaped by elements in the environment that the classroom. either precede the behavior or the 7. Facilitates Creativity - the theory consequences that follow it. Both events facilitates the use of creative instructional should occur closely in time. methods like the use of audio-visual aids which can make the classroom environment B. STIMULUS RESPONSE THEORY more encouraging. Principles of Classical Conditioning by Ivan Edward Lee Thorndike’s Trial and Error or Pavlov (1849-1936) Connectionism Ivan Pavlov Thorndike's theory of learning emphasized ○ Russian psychologist the significance of reinforcement and ○ He discovered the classical punishment in shaping behavior, which has conditioning theory which means since been widely applied in various fields learning through association. The of psychology. process involves two stimuli which According to Thorndike, learning is the are linked to arouse a response from result of the strengthening of the a person or an animal which is connections between a stimulus and a learned. response. Key Principles of Thorndike’s theory: ○ Law of effect - Responses that are followed by positive consequences are more likely to be repeated, while responses that are followed by negative consequences are less likely to be repeated. ○ Law of Readiness - Learning is most effective when the learner is ready to learn and is motivated to do so. Educational Implications of Pavlov’s Classical ○ Law of Exercise - Learning occurs Conditioning Theory of Learning through repetition and practice. 1. Reward and Punishment - when children ○ Law of Multiple Responses- There receive a reward for an accomplishment are often multiple responses to a they feel motivated to become better. given stimulus, and learning occurs 2. Removes superstitions - the teacher can through the strengthening of the use the classical conditioning methods to connections between the eliminate superstitious beliefs children may appropriate response and the hold. stimulus. Edward Guthrie’s Theory of Contiguity ○ Reinforcement - Behavior that is Learning, in terms of behavior, is a function reinforced tends to be repeated of the environment. (strengthened); behavior that is not According to Guthrie, learning is associating reinforced tends to die out or be a particular stimulus with a particular extinguished (weakened). response. Skinner Box ○ The Contiguity Law - will only occur ○ operant conditioning chamber is a if stimuli and responses occur soon device used to objectively record an enough one after another animal’s behavior in a compressed ○ One Trial Learning - the association time frame. An animal can be is established on the first rewarded or punished for engaging experienced instance of the stimulus in certain behaviors, such as lever ○ Incremental Learning - learning a pressing (rats) or key pecking few moves forms an act (birds). Three different methods can help in Three types of responses from the forgetting an undesirable old habit and environment, or operant, that can follow help replacing it: behavior 1. Fatigue Method - using numerous 1. Neutral operants: neither increase repetitions, an animal becomes so nor decrease the probability of a fatigued that it is unable to behavior being repeated. reproduce the old response and 2. Reinforcers: increase the probability introduces a new response (or simply of a behavior being repeated. doesn't react). Reinforcers can be either positive or 2. Threshold Method - first, a very mild negative. version of the stimulus below the 3. Punishers: decrease the likelihood threshold level is introduced. Its of a behavior being repeated. intensity is then slowly increased Punishment weakens behavior. until the full stimulus can be tolerated without causing the undesirable response 3. Incompatible Stimuli Method - the response is “unlearned” by placing the animal in a situation where it cannot exhibit the undesirable response. Guthrie's theory was tested mostly on animals. “we learn only what we ourselves do.” C. OPERANT CONDITIONING Burrhus Frederic Skinner ○ is regarded as the father of Operant Conditioning, work was based on D. COGNITIVE VIEWS OF LEARNING Thorndike’s (1898) Law of Effect. Cognitive Psychology Behavior that is followed by pleasant is defined as the study of individual-level consequences is likely to be repeated, and mental processes such as information behavior followed by unpleasant processing, attention, language use, consequences is less likely to be repeated. memory, perception, problem solving, decision-making, and thinking. Gestalt Psychology: Seeing the Mind and 1. Prägnanz: This foundational Behavior as a Whole principle states that we naturally is a school of thought that looks at the perceive things in their simplest form human mind and behavior as a whole. or organization suggests that humans don't focus on 2. Similarity: This Gestalt principle separate components but instead tend to suggests that we naturally group perceive objects as elements of more similar items together based on complex systems. elements like color, size, and A core belief in Gestalt psychology is orientation. holism—that the whole is greater than the 3. Proximity: The principle of proximity sum of its parts. The approach has played a states that objects near each other major role in the study of human sensation tend to be viewed as a group. and perception. 4. Continuity: According to this Gestalt Influential Gestalt Psychologists principle, we perceive elements Wertheimer's observations of the phi arranged on a line or curve as phenomenon are widely credited as the related to each other, while elements beginning of Gestalt psychology, and he that are not on the line or curve are went on to publicize the core principles of seen as separate. the field. Other psychologists also had an 5. Closure: This suggests that elements influence on this school of psychology. that form a closed object will be Wolfgang Köhler perceived as a group. We will even ○ Köhler connected Gestalt fill in missing information to create psychology to the natural sciences, closure and make sense of an object. arguing that organic phenomena are 6. Common region: This Gestalt examples of holism at work. He also psychology principle states that we studied hearing and looked at tend to group objects together if problem-solving abilities in they're located in the same bounded chimpanzees. area. Kurt Koffka Constructivism ○ Together with Wertheimer and a learning theory that emphasizes the Köhler, Koffka is considered a active role of learners in building their own founder of the field. He applied the understanding. concept of Gestalt to child promotes deeper learning and psychology, arguing that infants first understanding. understand things holistically before “an approach to learning that holds that learning to differentiate them into people actively construct or make their parts. Koffka played a key role in own knowledge and that reality is bringing Gestalt principles to the determined by the experiences of the United States. learner.” Principles of Gestalt Psychology “Knowledge is constructed rather than helped introduce the idea that human innate or passively absorbed” perception is not just about seeing what is central idea: human learning is constructed, actually present in the world around us. It is that learners build new knowledge upon the also heavily influenced by our motivations foundation of previous learning. This prior and expectations. knowledge influences what new or modified principles to explain how Gestalt perception knowledge an individual will construct from functions. new learning experiences. Some of the most important principles of Gestalt theory are: Jean Piaget’s Theory of Cognitive Development E. SOCIAL COGNITIVE VIEWS OF LEARNING had a tremendous influence on the Albert Bandura’s Social Learning Theory emergence of developmental psychology as often described as the ‘bridge’ between a distinctive subfield within psychology and traditional learning theory (behaviorism) contributed greatly to the field of education. and the cognitive approach. suggests that children move through four This is because it focuses on how mental different stages of learning. His theory (cognitive) factors are involved in learning. focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Albert Bandura’s social learning theory suggests that people learn new behaviors by observing and imitating others. emphasizes the importance of observational learning, where individuals acquire knowledge, skills, attitudes, and Understanding Accommodation and beliefs by watching the actions of others Assimilation in Psychology and the consequences that follow, leading Assimilation to the modeling and adoption of observed ○ deals with keeping existing behaviors. knowledge and schemas intact and Considers how both environmental and finding a new place to store cognitive factors interact to influence information. human learning and behavior. ○ Improving existing knowledge of 1. Mediating processes occur between something thanks to new but stimuli & responses. congruent information. 2. Behavior is learned from the Accommodation environment through the process of ○ involves actually changing one’s observational learning. existing knowledge of a topic. Mediational Processes ○ Amending existing knowledge of Observational learning could not occur something thanks to new unless cognitive processes were at work. information that contradicts These mental factors mediate (i.e., previous thinking. intervene) in the learning process to Biological Assimilation determine whether a new response is ○ according to Piaget, cannot exist acquired. without accommodation. If assimilation alone were involved in child development, there would be no variations in the child’s mental structures. Four Mediational Processes Mixtures 1. Attention Multimodality (MM): Life is multimodal. - are crucial because mere exposure to a There are seldom instances where one mode model doesn’t ensure that observers will is used or is sufficient, so that is why there is pay attention. a four-part VARK profile - capture the observer’s interest, and the observer must deem the model’s behavior worth imitating. 2. Retention - observers must save these behaviors in symbolic forms, actively organizing them into easily recalled templates. - how well the behavior is remembered. 3. Motor Reproduction - use internal symbolic images of observed behaviors to guide actions. - ability to perform the behavior that the model has just demonstrated. 4. Motivation - refer to the perceived favorable or unfavorable consequences of mimicking the Theory of Multiple Intelligence by Howard model’s actions that are likely to increase or Gardner decrease the likelihood of imitation. every person has a different type of - observers will consider the rewards and "intelligence.” punishments that follow a behavior. there are eight intelligences with the possibility of adding more categories of Module 3: Principles and Conditions of Learning intelligence 1. Verbal - words FOUR DIFFERENT LEARNING STYLES: THE VARK 2. Logical - math MODEL 3. Visual (Spatial) - sight of eyes Neil Fleming (1987) 4. Musical - musically inclined Fleming theorized that we are all one of four 5. Interpersonal - work with others main types of learners: visual, auditory, 6. Intrapersonal - being alone reading/writing, and kinesthetic. 7. Bodily Kinesthetics - learn by doing 1. Visual learning (pictures, movies, 8. Naturalist - nature diagrams) David Kolb’s Theory of Experiential Learning 2. Auditory learning (music, The model was published in 1984 by David discussion, lectures) Kolb, an American psychologist, professor 3. Reading and Writing (making lists, and education theorist. reading textbooks, taking notes) influenced by the work of other education 4. Kinesthetic learning (movement, theorists, including Jean Piaget, John experiments, hands-on activities) Dewey, and Kurt Lewin. experiential learning involves the transformation of experience into effective learning. Kolb’s experiential learning theory stresses how our experiences, including our thoughts, emotions and environment, impact the learning process.  Four-Stage Process: 3. Abstract Random (AR): AR learners 1. Concrete learning - occurs when a prefer a holistic approach, focusing learner has a new experience or on relationships, emotions, and interprets a previous experience in a personal experiences. new way. 4. Concrete Random (CR): CR learners 2. Reflective observation – the learner thrive in situations, especially when reflects on the new experience to they use-trial-and-error approaches. understand what it means. Field Independent/ Dependent Model by 3. Abstract conceptualization – the HermanWitkin and Donald Goodenough(1981) learner adapts their thinking or Herman Witkin conducted much of the constructs new ideas based on original research in this area in the 1950s experience and reflection. Field - Dependent Person 4. Active experimentation – the ○ has difficulty finding a geometric learner applies their new ideas to shape that is embedded or "hidden" real-world situations to test whether in a background with similar (but not they work and see if any changes identical) lines and shapes. need to be made. This process can ○ very interpersonal and having a happen quickly or over an extended well-developed ability to read social time. cues and to openly convey their own feelings. notice a lack of structure in the environment (if it exists) and are more affected by it than other people. Field - Independent Person ○ can readily identify the geometric shape, regardless of the background in which it is set. ○ use an "internal" frame of reference and can easily impose their own sense of order in a situation that is lacking structure. ○ observed to function autonomously Anthony Gregorc’s Cognitive Styles in social settings The Mind Styles theory, developed by ○ described as impersonal and task Anthony F. Gregorc in the 1970s oriented. centered around the idea that individuals Teaching strategies guided by the possess different learning preferences Thinking/Learning Styles (Cornett, 1983) and thinking processes based on their Use questions of all types to stimulate inherent cognitive patterns. various levels of thinking. Four Mind Styles: Provide a general overview of the material 1. Concrete Sequential (CS): CS to be learned. learners prefer structured, Allow sufficient time for information step-by-step processes and tend to processing. be detail oriented, organized, and Set clear purposes before any learning practical. activity or experience. 2. Abstract Sequential (AS): AS Warm up before the lesson development. learners prefer analytical, logical Use multisensory means for both processing approaches, and tend to excel in and retrieving information. problem solving and critical thinking Use a variety of review and reflection tasks. strategies. Module 4: Domains of Learning - Remembering (knowledge) Domains of Learning - Understanding (comprehension) a series of learning objectives created in - Applying (application) 1956 by educational psychologist Dr. - Analyzing (analysis) Benjamin Bloom. They involve three - Evaluating (evaluation) categories of education, and each one - Creating (synthesis) requires a different instruction style to achieve its intended outcomes. THE COGNITIVE DOMAIN known as Bloom's Taxonomy For each skill, Bloom refers to active verbs that describe how students apply what they've learned. Focuses on six intellectual skills: 1. Knowledge: Recalling or recognizing information previously learned. Instructional verbs that represent this foundational level of the cognitive domain include write, list, THE AFFECTIVE DOMAIN (1964) label, name and state. this domain focuses on the ways in which we 2. Comprehension: Comprehending or handle all things related to emotions, such interpreting information based on as feelings, values, appreciation, material previously learned. enthusiasm, motivations, and attitudes Instructional verbs include explain, From lowest to highest, with examples summarize, describe and illustrate. included, the five levels are: 3. Application: Selecting and using 1. Receiving data principles to fix a problem - is being aware of or sensitive to the independently. Instructional verbs existence of certain ideas, material, include use, solve, demonstrate and or phenomena and being willing to apply. tolerate them. 4. Analysis: Understanding or breaking - Examples include: to differentiate, down assumptions made by a to accept, to listen (for), to respond statement or question to make to. conclusions. Instructional verbs 2. Responding include compare, contrast and - is committed in some small analyze. measure to the ideas, materials, or 5. Synthesis: Combining ideas to build phenomena involved by actively a new concept or plan. Instructional responding to them. verbs include create, design, invent - Examples are to comply with, to and develop. follow, to commend, to volunteer, to 6. Evaluation: Making assessments spend leisure time in, to acclaim. based on established criteria. 3. Valuing Instructional verbs include judge, - is willing to be perceived by others critique and justify. as valuing certain ideas, materials, In 2001, one of Bloom’s former students and or phenomena. colleagues revised the taxonomy to reflect - Examples include: to increase its use in modern school settings. Most measured proficiency in, to elements remained the same but received relinquish, to subsidize, to support, new names. to debate.  4. Organization - is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. - Examples are to discuss, to theorize, to formulate, to balance, to examine. 5. Characterization - by value or value set is to act consistently in accordance with the values he or she has internalized. - Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to Summary resolve. THE PSYCHOMOTOR DOMAIN(1972) refers to the ability to physically manipulate a tool or instrument. It includes physical movement, coordination, and use of the motor-skill areas. It focuses on the development of skills and the mastery of physical and manual tasks. This model was first published by Robert Armstrong and colleagues in 1970 and included five levels: 1. Imitation 2. Manipulation 3. Precision 4. Articulation 5. Naturalization