2H-MT
CHAPTER 1 HEALTH EDUCATION
PERSPECTIVE
ILO:
 Explain the concept of Health Education
 Define Health Education
 State the historical dev’t of Health
Education
 Describe and understand the Dimensions
of Teaching-Learning Process
 Describe and demonstrate the outcomes
of health education
HEALTH
Old English: to heal
Middle English: to be sound in mind, body and
spirit
Classic Greek (medicine): “prolong life and
prevent disease”
Hippocratic philosophy: “Healthy mind in a
healthy body”
Our profession: for the “Maintenance of Good
Health”
Ancient India (medicine): Ayurveda
 Science of life
 HOLISTIC approach to health care
Some urine was attracting ants and they
tasted that urine and it was sweeter than
normal urine.
Queen Victoria bathe in urine. A must-try
indeed.
17th Century (medical books): “restoration”
19th Century: hygiene
AFTER WORLD WAR II, WHO (1948)
 It is a state of complete well being
 It is a dynamic state (a state of flux)
 It is a complete physical, mental and
social well being and not merely the
absence of disease or infirmity.
HEALTH
Physical Health
Anatomical integrity and physiological f(xning)
of the body.
 Presence of ALL body parts
 All of them are in their natural place
and position
 Absence of pathology  study of
disease
 Proper physiological function
 Working harmoniously
Mental Health
Ability to learn and think clearly (QUICKLY)
 Able to handle day-to-day events
(challenges) and obstacles
 Work towards important goals
 Function effectively in society
Social Health
Ability to make and maintain acceptable
interactions with other people
 Empathy
 Build relationship with others
 Connect to + social network
 Dealing w/ conflict personality
appropriately
Symptoms = subjectively (only patient can feel)
Signs = objectively (can be measured)
DISEASE
 Existence of some pathology or
abnormality of the body, which is
capable of detection using, accepted
investigation method
NOGOY
ILLNESS
 Subjective state of a person who feels
aware of not being well
SICKNESS
 State of social dysfunction
EDUCATION:
 Transfer of info
 Communication of info about
knowledge, skills and values of the
society to each succeeding generation
to help them acquire the intellectual
and practical methods to f(x)n in society
HEALTH EDUCATION
WHO (1998)
 Process of providing info and advice
related to healthy lifestyle and
encouraging the dev’t of knowledge,
attitudes and skills aimed at
BEHAVIORAL CHANGE of individual or
communities
BEHAVIOR CHANGE – brought about by
education
Joint Committee (2001)
 Any combi of planned learning
experiences based on sound theories
that provide individuals, groups and
communities the opportunity to acquire
info and the skills needed to make
quality health decisions
SOUND THEORIES – these will provide the
opportunity to acquire new info and skills
TEACHING
 An interactive process that PROMOTES
LEARNING
 A system of activities intended to
PRODUCE LEARNING
 Mixture of art and science
You have to adapt and adjust
LEARNING
 Involves mental activity by meaning of
which knowledge, skills, habits, attitudes,
ideals, appreciations and ideas are
ACQUIRED, RETAINED & UTILIZED resulting
in the progressive adaptation and
modification of behavior
Dati sage on the stage (teacher-centered)
Now it is (student-centered) OUTCOMES BASED.
Kaya may OLA para pumasa?
HSTORICAL DEV’T OF HEALTH EDUCATION
> Pre-Historic Era
 Trial and Error
 Medical lore passed down from
generation to generation
 Throughout history people have always
turned to some type of medicine
man/physician for counsel
> Ancient Culture
 Hippocrates
 Code of Hammurabi
 GOOD HYGIENE PRACTICES
 Before science enabled us to determine
pathogenic causes of disease, spiritual
explanations and leadership prevailed
> Middle Ages
 Overcrowding and sanitation
 Little emphasis on cleanliness in early
Christianity
 Disease was caused by sin or disobeying
God
 Time of great epidemics – bubonic
plague
> Renaissance
 Beginning of change
 Disease and plague still rampant
 Bloodletting popular
 “water casting”
 Leeuwenhoek discovered the
microscope
 Hygiene of royalty
 OK to study the human body and
anatomy
> Age of Enlightenment
 Disease and plagues still raged
 Miasmas theory of disease took hold
Edward Jenner – discovered vaccine
procedure for smallpox
> 1800’s (BACTERIAL PERIOD of PUBLIC HEALTH)
 1842 Edwin Chadwick’s Report
 Louis Pasteur – GERM THEORY of diseases
 Joseph Lister – ANTISEPTIC METHOD
> 1970’s: The Era of Prevention
 CDC was established
 Healthy People: The Surgeon General’s
Report on Health Promotion & Disease
Prevention was published
> 1980’s
 Initial Role Delineation study for Health
Education
 First Certified Health Education Specialists
(CHES) recognized
> 1990’s
 Competencies Update Project (CUP)
> 2000’s
 Unified Code of Ethics
 Report of Joint Committee on Health
Educ & Promotion Terminology
 Outcome-Based Educ & Practice
 Patient Protection & Affordable Care Act
(expands health care coverage)
DIMENSIONS OF TEACHING-LEARNING PROCESS
 Teaching Objectives & Learning Needs
 Teaching-Learning Process
 Instructional Content
 Teaching Strategies
 External Conditions
 Inter-Intra Personal Relationships
 Outcome of Health Education Process
TEACHING OBJECTIVES & LEARNING NEEDS
What do students need to know?
 Setting and communication clear lesson
goals
 MUST PROVIDE CHALLENGE
 Explain the connections bet. learning
goals, learning activities and assessment
tasks
TEACHING-LEARNING PROCESS
 DELIVER structured lessons which
INCORPORATES a series of clear steps and
transitions bet. them, scaffold learning to
build students’ knowledge and skills
INSTRUCTIONAL CONTENT
Should Contain:
 Visuals that established the purpose of
the lesson
 ORGANIZATION OF THE LESSON
 Modeling to the teacher’s performance
expectations
TEACHING STRATEGIES
How do I teach it?
The relationship bet. WHAT IS TAUGHT & HOW IT
IS TAUGHT is CRITICAL in order to MAXIMIZE
STUDENT LEARNING
EXTERNAL CONDITION  Social barriers
<PICTURE LANG NAKALAGAY>  Psychological
 Language difficulties
INTRA-INTRA PERSONAL RELATIONSHIP
<PICTURE LANG NAKALAGAY> OBSTACLE TO LEARNING

OUTCOME OF HEALTH EDUCATION PROCESS  Extent of behavioral changes

 Lack of support
 PROCESS that DETEREMINE the EXTENT TO  Denial of learning needs
WHICH A PERSON MAY BE PERSUADED TO  Inconvenience in healthcare facilities
CHANGE  Lack of Time – RAPID DISCHARGE +
o Attention AMOUNT OF INFO
o Comprehension  Presence of Illness
o Acceptable
 Low Literacy
o Retention  Hospital Env’t
Cognition Change – knowledge/perception of  Personal Characteristics of the Learning
a person BARRIES TO TEACHING
Attitude Change – beliefs, predisposition,  Lack of time to teach
intentions and tendencies  Lack of competence or confidence w/
Behavior Change – individuals/group’s teaching skills
knowledge, attitude and practice  Lack of motivation
 Low priority to patient and staff
BARRIERS TO CHANGE: education
 Environment – conducive
 Cultural barriers
UNIT 2: UNDERSTANDING STUDENT LEARNING KNOWLEDGE

INTENDED LEARNING OUTCOMES ABSORB PROCESS RETAIN

1. Define learning UNDERSTANDING

2. Discuss the different learning theories
3. Discuss the different learning styles COGNITIVE
4. Differentiate the various type of learners
EMOTIONAL
5. Apply the various learning styles to address
the needs of a varied type of learners ENVIRONMENTAL

LEARNING EXPERIENCE

 The acquisition and master of what is LEARNING MODELS

already known about something.
MAIN THEORIES
 The extension and clarification of one’s
experience. 1. Behaviorism
 An organized, intentional process of 2. Cognitivism
testing ideas to relevant problems. 3. Constructivism
4. Social Learning Theory
CONCEPT OF LEARNING comes from: 5. Multiple Intelligences
DIRECT EXPERIENCE & INDIRECT EXPERIENCE 1. BEHAVIORISM/BEHAVIORIST LEARNING
DEFINITIONS OF LEARNING (SKINNER)

“MODIFICATION IN BEHAVIOUR TO MEET  All behaviors are acquired through

ENVIRONMENT REQUIREMENTS - Gardner
Murphy (1968)
ACQUISITION OF NEW BEHAVIOR &
STRENGHTHENING OR WEAKENING OF OLD
BEHAVIOR - Henry P. Smith (1968)
CRITERIA OF LEARNING
 LEARNING INVOLVES CHANGE
 LEARNING ENDURES OVER TIME
 LEARNING OCCURS THROUGH
Why is it important to understand contemporary
theories of learning?
TO UNDERSTAND!!
LEARNING
DESCRIBE ANALYZE
What is the purpose of learning theories?
conditioning.
 Operates on a principle of “stimulus-
response”.
 Confined to observable and measurable
behavior.
CLASSICAL CONDITIONING
- Combination of stimulus to produce a
response
- 3 STAGES
o Before Conditioning
o During Conditioning
o After Conditioning
OPERANT CONDITIONING (SKINNER)
- Consequences lead to changes in
VOLUNTARY BEHAVIOR
- About REINFORCEMENT & PUNISHMENT
PREDICT
BEHAVIORISM IN THE CLASSROOM
  Rewards and punishments
 Lecture-based
 Highly structured
CRITIQUES OF BEHAVIORISM
 Free will and internal influences are
neglected.
 Advocates passive-student learning.
 One size fits all.
 Knowledge itself is given and absolute.
2. COGNITIVISM
 Knowledge is seen as symbolic mental
constructions.
 Learning is defined as a change in
learner’s schemata.
 Focuses on the processes involved in
learning.
COGNITIVE LEARNING THEORIES
1) DISCOVERY LEARNING (Bruner)
 Inquiry-based constructivist learning
theory.
 Discovers learning from previous
knowledge and experience.
 Anybody can learn anything at any
age.
- Provided stated in terms they can
understand
 Powerful concepts
2) MEANING VERBAL LEARNING (Ausubel)
 Advance Organizers
 When learners have difficulty with the
new material
- Go back to the concrete
anchors.
 Provide a discovery approach and
they will learn.
COGNITIVISM IN THE CLASSROOM
- Inquiry-oriented projects
- Provides opportunities for the testing of
hypotheses
- Curiosity is encouraged
- Stage-scaffolding
- Like Behaviorism, knowledge itself is
given and absolute.
- Input – Process – Output model
o Mechanistic and deterministic.
- It does not account enough for
individuality.
- It has little emphasis on affective
characteristics.
3. CONSTRUCTIVISM (Vygotsky)
o Knowledge is actively constructed.
o Learning is:
- A search for meaning by the learner.
- Contextualized.
- An Inherently Social Activity.
- Dialogic and Recursive
- The responsibility of the Learner.
SOCIAL CONSTRUCTIVISM IN THE CLASSROOM
Examples:
 Journaling
 Experimental activities
 Personal focus
 Collaborative & Cooperative Learning
CRITIQUES OF SOCIAL CONSTRUCTIVISM
 Suggests that knowledge is neither given
nor absolute.
 Less rigorous than traditional approaches
to instruction.
 It does not fit well with:
o Traditional age grouping
o Rigid terms/semesters.
4. SOCIAL LEARNING THEORY (BANDURA)
 OBSERVATIONAL
 SENSORIAL
 IMITATION
SOCIAL LEARNING THEORY IN THE CLASSROOM
 Collaborative learning and group work.
  Modeling Responses and Expectations  Intrapersonal
 Opportunities to observe experts in  Logical-Mathematical
action.  Musical
 Bodily-Kinesthetic
CRITIQUES OF SOCIAL LEARNING THEORY  Naturalistic
 Absence of the following mediating MULTIPLE INTELLIGENCES IN THE CLASSROOM
factors:
o Individuality  Delivery of instruction should be via
o Context multiple media
o Experience  Learner-centered classroom
 Promotes passive receivers of sensory  Authentic assessment
stimuli  Self-directed learning
 Disregard of emotions and motivations in
learning. CRITIQUES OF MULTIPLE INTELLIGENCES

5. MULTIPLE INTELLIGENCES (GARDNER)  Lack of quantifiable evidence that MI

exist.
Types of Learners:  Multiple Intelligence has no discernible
impact on learning.
 Visual-Spatial  Departure from core curricula and
 Linguistic-Verbal standards
 Interpersonal
 PRINCIPLES OF LEARNING

PRINCIPLES OF LEARNING
Vision for Learning

All students are empowered to learn and achieve, experiencing high quality teaching practice and
the best conditions for learning which equip them with the knowledge, skills and dispositions for
lifelong learning and shaping the world around them

LEARNING MODELS

 Organized system
 Appropriate learning environment
 Planning instructional activities

KOLB’S MODEL FOR THE LEARNING CYCLE

 By David Allen Kolb

 Experiential learning
 Published ‘Learning Styles Model’ in 1984

Learning is the process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping experience and transforming it. - Kolb (1984, 41)

Kolb stated that experiential learning has six main characteristics:

1) Best conceived as a process

2) Learning is RELEARNING
3) Requires the RESOLUTION OF CONFLICTS BET. DIALECTALLY OPPOSED MODES of adaptation to the
world.
4) HOLISTIC
5) Involves INTERACTIONS w/ the ENV’T and the
LEARNER
6) Learning is CONTRUCTIVIST

PERCEPTION CONTINUUM: Our emotional

response, such as preferring to learn by thinking
or feeling

PROCESSING CONTINUUM: Our approach to a

task, such as preferring to learn by doing or
watching
CONCRETE EXPERIENCE (FEELING)

REFLECTIVE OBSERVATION (WATCHING)

ABSTRACT CONCEPTUALIZATION (THINKING)

ACTIVE EXPERIMENTATION (DOING)

EXAMPLE: LEARNING TO RIDE A BICYCLE

(TRY DOING THIS MODEL FOR

LEARNING A SOFTWARE
PROGRAM )

BLOOM’S TAXONOMY: Set of three hierarchal

models used to classify educational learning
objectives into levels of complexity and specificity.

The Three Domains of Learning

 Cognitive: mental skills (knowledge)

 Affective: growth in feelings or emotional areas (attitude or self)
 Psychomotor: manual or physical skills (skills)

Changes in the Bloom’s Taxonomy

- changing the names in the six categories from noun

to verb forms
- creating a processes and levels of knowledge matrix
CONSTRUCTING LEARNING OUTCOMES

Learning outcomes

 Statements that tell students what they will be able to do at the end of a period of time.
 Measurable and quite often observable
 Sharpen the focus on student learning

Learning outcomes should be:

 state in clear terms what it is that your students should be able to do

 focus on student products, artifacts, or performances
 student-centered
 course expectations

HOW TO CONSTRUCT LEARNING OUTCOMES

 Use a single, clear action verb for each learning outcome

 DO NOT USE VAGUE TERMS
 Write in SHORT SENTENCES to maintain CLARITY
 SHOULD RELATE to program learning outcomes
 Should be OBSERVABLE & MEASURABLE
 Clear link between LEARNING OUTCOMES & ASSESSMENT
 Can be REASONABLY BE ACCOMPLISHED

LEARNING STYLES

 Honey Mumford Learning Style

 VAK Learning Preference

“One size fit all does not work”

WHY LEARNING STYLES?

The underpinning concepts:

 Learners are intrinsically different and have different preferred learning styles.
 Teaching is a purposeful intervention with the aims of promoting learning and causing learning
to happen.

VARK LEARNING

 The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that
are used for learning information.
  Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the
students and teachers

TYPES:

 VISUAL – visual learners prefer the use of images, maps and graphic organizers to access and
understand new info
 AUDITORY (AURAL) – auditory learners best understand new content through listening and
speaking in situations such as lectures and group discussions. Aural learners use repetition as a
study technique and benefit from the use of mnemonic devices
 READ & WRITE - Students with a strong reading/writing preference learn best through words.
These students may present themselves as copious note takers or avid reader, and are able to
translate abstract concepts into words and essays
 KINESTHETIC – students who are kinesthetic learners best understand info through tactile
representations of info. These students are hands-on learners and learn best through figuring
things out by hand (i.e. understanding how a clock works by putting one together

HONEY AND MUMFORD

Based in the stages of the Kolb learning cycle Honey and Mumford use different terms for each stage
of the learning cycle and for each of the learning styles

KOLB HONEY & MUMFORD

Accommodator Concrete Activist Having an
Experience (CE) Experience (HE)
Diverger Reflective Reflector Reviewing the
observation (RO) experience (RE)
Assimilator Abstract Theorist Concluding from
conceptualization (AC) the Experience (CFE)
Converger Active Pragmatist Planning the next
experimentation (AE) steps (PNS)

ACTIVIST THEORIST

Learn best when: Learn least when:

Presented with a system, Have no apparent
model, concept or theory context or purpose
They can explore Have to participate
methodically links in situations
 between ideas, events emphasizing
and situations emotions and
feelings
They can question and Are involved in
PRAGMATIST probe the basic unstructured
methodology, activities
REFLECTOR assumptions or logic
They are intellectually They are in structured
Learn best when: Learn least when: stretched Are asked to situations with a clear
They have a chance to There are no clear act or decide without a purpose
try out what they have guidelines basis in policy, principle
learnt or concept
They can focus on They feel like they
practical tasks and are running around
Learn best when: Learn least when: actions in circles
Involved in new Listening to lectures There are obvious There is no apparent
experiences, problems or reading long practical advantages benefit or ‘reward’
and opportunities explanations from the activity
Thrown in at the deep Reading, writing when They are given The learning is
end and thinking on their techniques relevant unrelated to any
own and applicable to their need that they
Working with others in Analyzing and own work recognize
problem solving, interpreting lots of
games, role-playing data
exercises
Able to lead a group Following precise
instructions

Learn best when: Learn least when:

They are able to They feel ‘forced’ into
watch/ think/ ponder the limelight
on activities
They have time to think There is no time for
before acting planning
Careful, detailed They are given
research can be sufficient data on
carried out which to base a
conclusion
Time for review is
available
Decisions can be
reached out without
pressure and tight
deadlines