Prelim-4.pdf

Module 4 Introduction to Health Promotion through Health Education KEBS DV Why health teaching > health promotion “Pedagogy” is defined as the art and science of teaching. ◦ Teaching is both art and science. ◦ The art of teaching involves creative aspects like instructional design, developing cl...

Module 4 Introduction to Health Promotion through Health Education KEBS DV Why health teaching > health promotion “Pedagogy” is defined as the art and science of teaching. ◦ Teaching is both art and science. ◦ The art of teaching involves creative aspects like instructional design, developing classroom presentation skills, etc. ◦ The science of teaching is based in educational psychology and research and deals with learning theories and preferences, how people think, the domains of learning, and other aspects of learning. Domains of Learning Developed by Benjamin Bloom, et al, in 1956 ◦ His research described the major areas of learning and thinking and classified them into three large groups called the domains of learning: ◦ Cognitive (thinking). ◦ Affective (feeling). ◦ Psychomotor (doing). ◦ The degree of sophistication increases as you extend deeper into the list requiring greater depth and breadth for mastery of that level. Bloom's Taxonomy of the Domains of Learning by Degrees of Sophistication Cognitive Psychomotor Affective Domain Domain Domain Knowledge Imitation Receiving Comprehension Manipulation Responding Application Precision Valuing Analysis Articulation Organization Synthesis Naturalization Characterization Evaluation Cognitive Goals Use his or her own words to state a definition of cognitive, psychomotor and affective domains of learning (from health teaching). Identify the XXX (e.g. how to access health services/steps to do wound care). Give examples of behaviors that exemplify wellness and wellbeing. Cognitive Goals Within the context of providing health education, identify knowledge and behavioral examples for cognitive, psychomotor and affective domains. List home/workplace activities for health promotion. State at least one appropriate evaluation method. Common Cognitive Verbs Define Know Describe Design Analyze Discuss Identify Psychomotor Goals Within the context of providing health education, identify skills you want your learner to perform. List certain behavior you want to observe from your learners. Common Psychomotor Verbs Demonstrate Show Perform Conduct Affective Goals Acknowledge the need to develop healthy behaviors. Support activities that teach and evaluate healthy behaviors. Value importance of positive healthy behavior. Common Affective Verbs Defend Appreciate Value Model Three Level System Groups the levels of each domain into one of three categories: ◦Knowledge ◦Application ◦Problem-solving Knowledge: First (lowest) Level Helps learner comprehend facts, procedures and feelings. Includes simple skills or thought processes like imitation, recall, definitions of terms, receiving and responding to new information. Application: Second (some low some high) Level Builds upon the foundation established in the knowledge level. Involves the integration and execution of principles, procedures and values within specific situations. Includes precision in the skills execution, the application of principles and valuing feelings and beliefs. Problem Solving: Third (highest) Level i. Builds upon the application level and indicates that mastery has been achieved. Involves the analysis of information, procedures, and feelings in order to modify and adapt specific tasks depending upon situations. When an individual is at the farthest part of this level they are capable of metacognition (thinking about thinking). You Cannot Push Learners Through the Levels They must be allowed to move from level to level on their own or with your guidance If you push them from one level to the next too quickly they will not learn the material and will make mistakes Affective Domain Activities Psychomotor - skills practice, scenarios, simulations, and role playing. Affective - modeling behaviors you expect the students to emulate (tolerance, punctuality, respect, kindness, honesty and integrity), role playing situations involving affective domain content, sensitivity training and awareness courses. Evaluation Methods for Each Domain Cognitive - written examinations, static presentations, and oral examinations. Psychomotor - skill competency exam, scenario-based exam, evaluation in clinical or field setting, on-the-job performance. Affective - class participation, leadership, peer supervision, role modeling, adherence to policies. We remember about 10% of what we read. About 20% of what we hear. About 30% of what we see. About 40% of what we see and hear. About 70% of what we can describe and talk about (say). About 90% of what we can say and do. Notes: Anderson, C. W., & Krathwohl, D. R. Eds. (2001). A taxonomy for learning, teaching and assessing a review of Bloom's taxonomy of educational objectives. Boston: Addison Wesley Longman, Inc. Bloom, Benjamin S. et al. (1956). Taxonomy of Educational Objectives, Book I: Cognitive Domain. New York: Longman. Gagne, R. M., Briggs, L.J. (1979). Principles of Instructional Design. New York: Holt, Rinehart and Wilson. Hodell, Chuck. (1997) Basics of Instructional Systems Development. ASTD Info-line, Issue 9706. McClincy, William D. (1995). Instructional Methods in Emergency Services. New Jersey: Brady Publishers.