Principles and Strategies of Teaching Medlabsci PDF

Principles and Strategies of Teaching Medlabsci Prepared by: Rana Mae Santiago, RMT LESSON 1: TEACHING AND LEARNING PROCESS TEACHING process of imparting knowledge and skills from a teacher to a learner. encompasses the activities of educating or instructing. it is to induce learning...

Principles and Strategies of Teaching Medlabsci Prepared by: Rana Mae Santiago, RMT LESSON 1: TEACHING AND LEARNING PROCESS TEACHING process of imparting knowledge and skills from a teacher to a learner. encompasses the activities of educating or instructing. it is to induce learning. "Not all learning is dependent on teaching. But all teaching, regardless of quality, is predicated as learning." (Brown, 1993) “Teaching makes learning possible.” (Ramsden, 1992) LEARNING Process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something. (Merriam Webster Dictionary) “a persisting change in human performance or performance potential... (brought) about as a result of the learner’s interaction with the environment” (Driscoll, 1994) “The relatively permanent change in a person’s knowledge or behavior due to experience” (Mayer, 1982) an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Shuell , 1986) Lesson 2: LEARNING THEORIES Classical Conditioning (Pavlovian conditioning or respondent conditioning) A reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. A learning process in which a neutral stimulus becomes able to trigger a response that was initially caused by a different stimulus through repeated associations. Lesson 2: LEARNING THEORIES Operant Conditioning (Instrumental conditioning) Described as a process that attempts to modify behavior using positive and negative reinforcement. An individual makes an association between a particular behavior and a consequence. Positive outcomes reinforce behaviors, making them more frequent, while negative outcomes discourage behaviors, making them less frequent. Lesson 2: LEARNING THEORIES Social Conditioning (Observational conditioning) Type of learning which the learner observes and mimics behavior from the model. People can learn new information and behaviors by watching other people. Individuals learn and adapt behaviors, beliefs, and norms from their society and culture through social interactions and experiences. Lesson 3: THE HOWS OF TEACHING STRATEGY APPROACH TECHNIQUE METHOD Lesson 3: THE HOWS OF TEACHING STRATEGY It is the art and science of directing and controlling the movements and activities of the army. Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives, and an outline of planned tactics, necessary to implement the strategies. A strategy does not follow a single track all the time, but it changes according to the demands of the situations It is directional in nature. It refers to goal directed activities of the teachers. Thus, it is closer to science than arts. Lesson 3: THE HOWS OF TEACHING TEACHING STRATEGIES Brainstorming – large or small group activity that encourages students to focus on a topic and contribute to the free flow of ideas. Case studies – get students to practically apply their skills, and their understanding of learned facts, to a real-world situation. Debates – structured way of exploring the range of views on an issue. It consists of a structured contest of argumentation, in which two opposing individuals or teams defend and attack a given proposition. Discussions – Lets class members work actively with the ideas and the concepts being pursued, and discussion sessions can be an extremely effective in changing behavior or attitudes Lesson 3: THE HOWS OF TEACHING TEACHING STRATEGIES The flipped classroom – students complete learning normally covered in the classroom in their own time. Groupwork – is a method of instruction that gets students to work together in groups. Questioning – The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. Simulations – are instructional scenarios where the learner is placed in a "world" defined by the teacher. Lesson 3: THE HOWS OF TEACHING APPROACH Broadest of the three, making the technique most specific. Ways in which you try to engage students with the subject matter. The ways in which you support your students. The mode or manner of teaching. Some understanding of how to facilitate learning. Types of Teaching Approach (According to the role of Teacher) THE EXECUTIVE APPROACH - Views the teacher as manager of complex classroom processes, who is responsible for achieving specific goals with students by using the most effective skills and methods. THE FACILITATOR APPROACH - Focuses more on what students bring to the classroom setting, it places considerable emphasis on making use of students’ prior experience. THE LIBERATIONIST APPROACH - The goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life. Lesson 3: THE HOWS OF TEACHING Types of Approach (According to the Nature of Learning) DISCOVERY LEARNING takes place in problem solving situations where the learner draws on their own experiences and prior knowledge. teaching method where students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. Usually the pedagogical aims are threefold: Promote "deep" learning. Promote meta cognitive skills (develop problem solving skills, creativity, etc.). Promote student engagement. CONCEPTUAL LEARNING Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking. Involves more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigative work. Lesson 3: THE HOWS OF TEACHING Types of Approach (According to the Nature of Learning) PROCESS WRITING Treats all writing as a creative act which requires time and positive feedback to be done well. An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems. UNIFIED TEACHING It is based on a breakdown of knowledge to integrated modules of information. This approach breaks down knowledge into smaller parts and builds them into bigger ideas. The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional.  Types of Teaching Approach (According to Teacher-Learner Interaction) TEACHER-CENTERED APPROACH It is the primary role of teachers to pass knowledge and information onto their students. Direct Instruction relies on explicit teaching through lectures and teacher led demonstrations. Formal Authority Expert Personal Model  TEACHER-CENTERED APPROACH Formal Authority Expert Personal Model Teachers are in a position of Expert teachers are in a Teachers who lead by example power and authority because of possession of all knowledge and They demonstrate to students their knowledge and status over expertise within the classroom. how to access and comprehend their students. Primary role is to direct learners information. Traditional classroom through the learning process. Students learn by observing and management style Students are viewed solely as copying the teachers’ process. Focus on rules and expectations receptors knowledge and information or “empty vessels”.  STUDENT-CENTERED APPROACH Inquiry-Based Learning – Focuses on student investigation and hands on learning. Teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process. Facilitator Personal Model Delegator Place a strong emphasis on Teachers who lead by example Teachers acts as “resource” to teacher student relationship. They demonstrate to students students, answering questions Student learning loosely guided how to access and comprehend and reviewing their progress as by the teacher and is focused on information. needed. fostering independent, hands-on Students learn by observing and Students are active and engaged learning and exploration. copying the teachers’ process. participants in their learning. The main goal of the delegator is to foster a sense of autonomy in the learning process. Lesson 3: THE HOWS OF TEACHING TECHNIQUES The personal style of the teacher in carrying out specific steps of the teaching process. It is a procedure by which new knowledge fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. Lesson 3: THE HOWS OF TEACHING METHOD An organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing students’ learning. Method of teaching is directly related to the presentation of the lesson, which method a teacher should us, depends on the nature of the subject, and the tact of the teacher. Lesson 3: THE HOWS OF TEACHING METHOD Four Methods of Presenting the Subject Matter 1. Telling Method - Lecture method, Discussion method, Storytelling method 2. Doing Method - Project method, Problem solving method, Textbook method 3. Visual Method - Demonstration method, Supervised study method 4. Mental Method -Inductive, Deductive, Analysis, Synthesis method, etc.  Lesson 4: INSTRUCTIONAL MEDIA Instructional media encompasses all the materials and physical means an instructor might use to implement Instruction and help students reach their learning goals. WHY USE INSTRUCTIONAL MEDIA? it can facilitate learning or increase understanding of your material. Among the implicit goals that media can help achieve are the following: Attracting attention Developing interest Adjusting the learning Promoting acceptance of the idea TYPES OF INSTRUCTIONAL MEDIA Projected Media Non-Projected Media Audio Media Motion Media Hyper Media Gaming Media  PROJECTED MEDIA NON-PROJECTED AUDIO MEDIA Instructional materials that MEDIA Cassettes and Instructional compact discs require projection and electricity in materials that do not require the Use to: their using process of Allow students to process. projection before hear other Ex. Slides, filmstrips, and its operation can languages/dialect overheads. take place. Allow auditory Ex. Photographs, learners to review Use to: diagrams, and the lessons Allow all students displays. Encourage to view the same creativity through material at the Use to: music. same time. Illustrate concepts Offer the students Enhance direct other perspectives instruction on the material. Encourage students to look at data in diverse ways  MOTION MEDIA HYPER MEDIA GAMING MEDIA Videos, computer Computer Computer games mediated networks, software, instruction, and and the Internet Use to: television Provide a playful Use to: environment for Use to: Offer resources learning. Offer beyond the library Structure learning supplemental Develop computer through rules, instruction and word Motivating for Experience processing skills tedious or concepts in a Offer interactive repetitive content. manner that is not Uses problem available in “real solving life.”  Lesson 5: HEALTH EDUCATION DEFINITION OF HEALTH “Soundness of body or mind that condition in which its are duly and efficiently discharged.” (Oxford Dictionary) WHO has given a comprehensive definition of health in its preamble to constitution in 1984. According to WHO, “Health is a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity”  Lesson 5: HEALTH EDUCATION HEALTH EDUCATION a social science that draws from the biological, environmental, psychological, physical and medical sciences to promote health and prevent disease, disability and premature death through education driven voluntary behavior change activities. the development of individual, group, institutional, community and systemic strategies to improve health knowledge, attitudes, skills, and behavior. Simply, it is the profession of educating people about health for attainment of positive health. Concept of Health Education The word health is derived from Hal, which mean “hale (strong, healthy), sound (body, family, and environment), whole.” Hahn and Payne describe health in terms of six interacting and dynamic dimensions physical, emotional, social, intellectual, spiritual and occupation.  AIMS OF Health promotion and disease prevention. HEALTH Early diagnosis and management. Utilization of available health EDUCATION services.  Lesson 5: HEALTH EDUCATION PRINCIPLES OF HEALTH EDUCATION Credibility Interest Motivation Comprehension Reinforcement Learning by doing Known to unknown Setting an example Good human relations Feedback Leaders  Lesson 5: HEALTH EDUCATION NEED AND IMPORTANCE OF HEALTH EDUCATION Inform people about health, illness, disability, and ways in which they can improve and protect their own health, including more efficient use of the delivery system. Motivate people who want to change to healthier practices. Help them to learn the necessary skills to adopt and maintain healthful practices and lifestyles. Foster teaching and communication skills in all those engaged in educating consumers about health. Advocate change in the environment that facilitate healthful conditions and healthful behavior. Add to knowledge via research and evaluation concerning the most effective ways of achieving the above objectives. THANK YOU!