Planning a Health Education Program & Lesson Plan PDF

Planning a health education program& Lesson plan Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  Learning Outcome Define the Planning Identify the steps of planning health education program Apply the Lesson pl...

Planning a health education program& Lesson plan Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  Learning Outcome Define the Planning Identify the steps of planning health education program Apply the Lesson plan in planning health education program  outline ❑ Introduction ❑ Definition of planning ❑ Purpose of planning health education program ❑ Principles of planning health education program ❑ Steps of planning health education programs ❑ Lesson Plan  Introduction Careful planning is essential to the success of all health education activities. All health education messages require a lot of planning before they are delivered.  Definition of planning Before you can begin planning your health education activities, you need to have a clear understanding of what planning means. Planning is the process of making thoughtful and systematic decisions about what needs to be done, how it has to be done, by whom, and with what resources.  Key questions to ask when planning O What will be done? O When will it be done? O Where will it be done? O Who will do it? O What resources are required? Planning is central to health education and health promotion activities. If you do not have a plan, it will not be clear to you how and when you are going to carry out necessary tasks.  The purpose of planning in health education program There are several benefits to planning your activities. 1) Planning enables to match the resources to the problem intend to solve. 2) Planning helps to use resources more efficiently. 3) *Planning helps avoid duplication of activities. 4) * Planning helps in prioritize needs and activities.  Principles of planning in health education program Six principles of planning in health education 1. *It is important that plans are made with the needs and context of the community in mind. 2. *Consider the basic needs and interests of the community. 3. Plan with the people involved in the implementation of an activity.  Principles of planning in health education program Six principles of planning in health education 1. Identify and use all relevant community resources. 2. *Planning should be flexible, not rigid. You can modify your plans when necessary. 3. The planned activity should be achievable, and take into consideration the financial, personnel, and time constraints on the resources you have available. You should not plan unachievable activities. Steps involved in planning health education activities program Planning is a continuous process. It doesn’t just happen at the start of a project. If you are involved in improving and promoting individual, family and community health, you should make sure that you plan your activities. Six steps in planning Health Education Program (1)Needs assessment (6)Monitor& (2)Identify Evaluation And prioritize the nned (5)Implementa (3)Set The goal -tion &Objectives (4)Develop strategic Lesson Plan  Needs assessment O Conducting a needs assessment is the first, and probably the most important, step in any successful planning process. O Needs assessment is the process of identifying and understanding the health problems of the community, and their possible causes. The problems are then analyzed and prioritized so that can be set for any necessary interventions.  There are three types of needs assessment a)Health needs assessment O In a health needs assessment, identify the health problems prevalent in the community. In other words, look into any local health conditions which are associated with morbidity, mortality and disability. The local problems may include malaria, TB, HIV/AIDS, diarrhea, or other conditions arising from the local context, such as goiter caused by lack of iodine in the diet.  b)Resource needs assessment O A resource needs assessment identifies the resources needed to solve the identified health problems in the community. Should consider whether there is a lack of resources or materials that is preventing the community from practicing healthy behaviors.  c) Community needs assessment O When looking at community assessment, should include local information such as the number of people in each household, their ages and their economic characteristics. Would also include information on community groups and their impact on local health activities and communication networks.  Activity Zone: Write the suitable Needs assessment Consider The number of Identify the whether there people in each health is a lack of household, problems materials that their ages and prevalent in is preventing their economic the community. the community characteristics from practicing healthy behaviors.  Activity Zone: Write the suitable Needs assessment Resource needs Community Health needs assessment assessment assessment Consider The number of Identify the whether there people in each health is a lack of household, problems materials that their ages and prevalent in is preventing their economic the community. the community characteristics from practicing healthy behaviors.  Assessment Techniques O Various techniques can be used to collect data from the community. These include observation, in-depth interviews, key informant interviews, and focus group discussions.  a) Observation O Carry out an observation, watch and record events as they are happening. Observation is useful to understand O Community cultures, norms and values in their social context. O Human behavior that may be complex and hidden.  b) Interviews O The in-depth interview This technique used to explore individual beliefs, practices, experiences and attitudes in greater detail. It is usually conducted as a direct personal interview with one person.  c) Key informants O Key informants are people who have first-hand knowledge about the community. They include community leaders, cultural leaders, religious leaders, and other people with lots of experience in the community. O They can provide the detailed information about the community, its health beliefs, cultural practices, and other relevant information that might help in the work.  d) Focus group discussions O Focus group discussions are group discussions where around 6 to 12 people meet to discuss health problems in detail. The discussion is led by a person known as a ‘facilitator’.  Activity Zone: Assessment Techniques The description The technique People who have first-hand knowledge about A. In depth the community. interview Around 6 to 12 people meet to discuss health B. Observation problems in detail, led by a person known as a ‘facilitator’. Watch and record events as they are C. Key happening. informants Explore individual beliefs, practices, D. Group experiences and attitudes in greater detail. discussion  Activity Zone: Assessment Techniques The description The technique People who have first-hand knowledge about A. In depth the community. C interview Around 6 to 12 people meet to discuss health B. Observation problems in detail, led by a person known as a ‘facilitator’. D Watch and record events as they are C. Key happening. informants B Explore individual beliefs, practices, D. Group experiences and attitudes in greater detail. discussion A  Lesson Plan ► Lesson plan is a written guide for teachers in order to achieve the intended learning outcomes. ► It provides specific definition and direction on learning objectives, equipment, instructional media material requirements, and conduct of the training.  Purpose 1. *Keep teachers organized and on track while teaching. 2. Allow instructors to teach and achieve more. 3. *Help students reach objectives more easily. 4. Outline the type of assessment methods teachers will use in the class whether formal or informal assessment. 5. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the  The important of lesson plan 1. *Serve as a map for organizing and keeping instruction on target. 2. Communicate in writing an action plan for the learner, teacher , and other providers. 3. *Serves as a legal document that indicates a plan is in place and the extent of progress toward implementation.  The important of lesson plan 1. Gives a sense of direction in relation to the syllabus. 2. Helps the teacher to be more confident when delivering the lesson. 3. Provides a useful basis for future planning. 4. Helps the teacher to plan lessons which provide for different students. Basic Elements of a Lesson Plan 2- 1- Title Duration 3- Goal and 4- Bridge-in objectives 6- Teaching 5- Materials Content 7- Learning 8- activities Assessment  1- Title ► The title of the lesson plan should be concise, clear, and descriptive. It should invite teachers to take a closer look at the plan. Remember that teachers may see only the title and a short abstract of your plan in a page of search results, so they need to know what to expect if they click on it!  2- Duration ► The duration of a lesson plan explains how long the lesson takes to complete, usually in minutes. If it's a daily lesson plan, it may take the entire length of a typical class period.  3- Goal and objectives: ► What students are expected to learn after completing the lesson. ► Learning outcomes should be closely related to the curriculum alignment.  4- Bridge-in ► This element of a lesson is also known as "the hook." ► Bridge lesson typically refers to a lesson or instructional activity designed to bridge the gap between what students already know and what they need to learn or understand. ► Bridge lessons are a pedagogical strategy used by teachers to help students make connections between their prior knowledge and the new content they are about to learn.  5- Materials ► The materials the teacher needs to achieve the learning outcomes. ► They include resources used by both teacher and student such as handouts, books, paper and pencils, art supplies, and so on. ► Technology resources include projectors, laptops, and related resources (internet connections, printers, and specific software such as a word processing application or PowerPoint), scanners and digital cameras, or DVD player.  6- Teaching Content and procedure ► lesson procedure is an in-depth explanation of how the lesson will progress in the classroom. The lesson procedure is essentially step-by-step instructions that walk through everything from the time students enter the classroom until the bell rings at the end of the period.  7- Learning activities/ Methods of teaching (style) ► Learning Activities refers to a broad range of teaching strategies which engage students as active participants in their learning during class time with their instructor. ► In essence, the three teaching styles boil down to this: Direct — Tell students what to do. Discuss — Ask questions and listen. Delegate — Empower students.  8- Assessment and Evaluation ► Assess the final outcome of the lesson and to what extent the learning objectives were achieved. ► This is also giving a chance to adjust the overall lesson plan to overcome any unexpected challenges that may have arisen, preparing for the next time teach this lesson.  8- Assessment and Evaluation ► If you use a specific test or quiz, please attach it as a separate file. ► If assessment is oral, explain what words, ideas, or cues the teacher can use to evaluate student understanding. ► Assessment can be informal or formal, and some effective techniques to assess learners’ knowledge and skills are group work evaluation, homework, quizzes, and portfolios.  Activity Zone: Lesson plan The description The Element Step-by-step instructions that walk through everything from the time A. Materials students enter the classroom until the bell rings at the end of the period. Refers to a broad range of teaching strategies which engage students B. Bridge In as active participants in their learning during class time with their instructor. Should be concise, clear, and descriptive. C. Duration Giving a chance to adjust the overall lesson plan to overcome any D. Learning unexpected challenges that may have arisen, activities Learning outcomes should be closely related to the curriculum E. Teaching alignment. content & procedure Resources used by both teacher and student such as handouts, books, F. paper and pencils, art supplies, Assessment& evaluation Explains how long the lesson takes to complete, usually in minutes. G. Goal& objectives known as "the hook." H. Title  Activity Zone: Lesson plan The description The Element Step-by-step instructions that walk through everything from the time A. Materials students enter the classroom until the bell rings at the end of the period. E Refers to a broad range of teaching strategies which engage students B. Bridge In as active participants in their learning during class time with their instructor. D Should be concise, clear, and descriptive. H C. Duration Giving a chance to adjust the overall lesson plan to overcome any D. Learning unexpected challenges that may have arisen, F activities Learning outcomes should be closely related to the curriculum E. Teaching alignment. G content & procedure Resources used by both teacher and student such as handouts, books, F. paper and pencils, art supplies, A Assessment& evaluation Explains how long the lesson takes to complete, usually in minutes. C G. Goal& objectives known as "the hook." B H. Title Any Question ‹#›