Principles of Teaching

Course Title: PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION Course Description: This course deals with the

principles and teaching/learning strategies in health education including adult learning, the roles of a teacher/medical technologist in different settings. It also includes strategies that enhance critical thinking, clinical laboratory teaching, assessing and evaluating learning. Course Credit : 3 units lecture (no laboratory) Contact Hours : 3 hours per week Total of 54 lecture hours per semester Course Objectives : At the end of the course, the students must be able to: 1. Explain teaching/learning process 2. Relate the learning experiences in the practice of the profession 3. Internalize the values in different roles 4. Apply the principles, methods and strategies in different settings 5. Prepare a sample course syllabus 6. Recognize the values of Traditional Teaching, Activity-based Teaching, Distance Learning and Teaching Psychomotor Skills 7. Assess critical thinking and clinical laboratory teaching 8. Evaluate learning

Course Outline : 1. Introduction to Teaching 1.1. Teaching and Learning Process a. Teaching b. Learning c. Learning Theories Classical Conditioning Operant Conditioning Social Conditioning 1.2. The ³Hows of Teaching´ a. Strategies b. Approach c. Technique

The Teacher/Medical Technologist and his/her roles in guidance y As a Motivator y Ways to Motivate the Learners y Medical Technologists in the Community 3. Types of Learning a. Characteristics of a Good Teacher b. Verbal Association e. as a complex j.5. Roles. Social Cognitive Theory 4. as inherently a humane activitiy g. Method 1. Chaining d. as a science and as an art k. Teaching as a Process a. as providing the learner with basic tools of learning f. Learning theories and styles 4. As a process or as a ³giving off process´ b.1. Process d.d. Interpersonal Relationship d.1. as an inquiry process i. Discovery b.1. Health Education 2. teaching applying the principles of other significantly related disciplines 4. Teaching/Evaluation Practices e.2. as structuring the learning environment h. Signal Learning b. Behavioral Theories 4.4. Discrimination Learning . as involving more of the learner than a teacher c.3. Unified 1. Functions and Characteristics of a Health Professional in Education 2. as an adjustive act e. Teaching Approaches a.3. The Teacher a. Instructional Media 1. Principles of Teaching and Learning 3.4. Professional Competence c. Stimulus Response Learning c. Cognitive Learning Theories 4. Conceptual c. as a system of actions and interactions d.

Planning Sequence 6. Traditional Teaching Strategies a.5. Rule Learning h. Functions c. Gagne¶s Condition of Learning 6. Field Independence e. Problem Solving 4.f. Learning Style Model b.1. Adult Learning 5. A model of Adult Learning 5.3. Planning and Conducting Classes 6.2. Primary purpose b. Integrated Method y Lecture/Discussion y Lecture/Demons y Demonstration/Return Demonstration . Learning Styles a.2. Course Syllabus a. Gregore Cognitive Styles Models d. Propositions of Learning 5. Developing a Course Outline/Syllabus d. Dependence Model f. Matching Learning Styles to Instruction 5.1. Comparison of Pedagogy from Andradogy 5. Teaching Strategies 7.4. Kolb¶s Theory of Experimental Learning c. Lecture Method b. Concept Learning g. Formulation of Objectives y Types of Objectives y Characteristics of Objectives y Determination of Strategies/Methods to be used y Selection of Appropriate Instructional Materials y Determination of Time Allotment y Evaluation of Student Performance y Taxonomy of Objectives o Cognitive Domain o Affective Domain o Psychomotor Domain y Selecting and Organizing Content y Planning Assignments y Conducting a Class 7.1.

Distinguishing Critical Thinking from Other Technology Concepts c. Other Common Teaching Methods a.5. f. Buzz Session d.4. Attention Feedback Practice.2. Interactive Television Classes 8. Activity-Based Teaching Strategies a.4. Teaching Psychomotor and Promoting/Assessing Critical Thinking 9. Strategies that Enhance Critical Thinking . The Internet 8. Advantages and Disadvantages of Distance Learning 8.2.c. Debate Forum e.3. d. Assessment of Psychomotor Skill Learning 9. Distance Learning via the Internet 9.1. Panel Forum/Round Table Conference f.3. History of Teaching Psychomotor Skills 9. e. Cooperative Learning b. Computer Technology and Learning b. Self-Learning Modules 7. Psychomotor Skills a. Computer Managed Instruction d.6. g.1. Role Playing Method c. Mental Practice 9. Symposium/Seminar/Workshop g.2. Computer Assisted Instruction c. Clinical Education in Distance Learning 8. Phases of Skill Learning b. Distance Learning 8. Aspects of Critical Thinking b. Promoting and Assessing Critical Thinking a. Deductive/Inductive Method 7. Case Study Method b.3.4. Teaching Skills 9. Learning Psychomotor Skills 9. Ways we inhibit the Critical Thinking of Medical Technology Students d. Computer Teaching Strategies a. Simulations c. Problem Based Learning d. Questioning Method Use of Audio-Visuals Interactive Lecture (Class Discussion) Film Showing Method Reporting Method/Discussion/Report Back Session 7.

True-False Questions 11.3.3.1.2.Clinical Laboratory Evaluation Tools 11.Evaluating Learner Progress 10.Conducting a Clinical Laboratory Session 10.Purposes of Clinical Laboratory 10.6. Clinical Teaching 10.y y y y y y y Discussion Asking Effective Questions Test Interaction Problem-Based Learning Concept Mapping Positive Learning Environment Assessing Critical Thinking 10.4.Multiple-Choice Questions 11.2.Test Item Analysis . Assessing and Evaluating Learning 11.Test Blueprint 11.5.Preparation for Clinical Instruction 10.Essay-Type Questions 11.Models of Clinical Teaching 10.5.1.4.

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