Directed – Inductive Strategy.

In this strategy the teacher directs instruction step by step from

the particular to the general, moving from examples or attributes to a generalized meaning of the
concept. The expository role of the teacher in the following example of instruction on the
concept value should be noted.
1. Identify the examples or critical attributes of the concept to be developed.
2. Identify non-examples (nonexemplars) of the concept.
3. Have students give examples (exemplars) and non-examples (nonexemplars) of the
concept.
4. State the general meaning of the concept.
5. Have students use the term and find other examples and non-examples.

Directed – Deductive Strategy. In this strategy, the teacher starts with the definition of the
concept and moves to particular examples of it. The teacher provides direct instruction in all
phases except the last one in which students state the definition and give examples of the
concept.
1. State the concept to be learned.
2. Identify critical attributes of the concept.
3. Provide examples to clarify the concept.
4. Present non – examples to further clarify the concept.
5. Have students state or write a definition and give examples.

Scope of Health Education

Health education includes not only instructional activities and other strategies to change
individual health behavior but also organizational efforts, policy directives, economic supports,
environmental activities, mass media, and community – level programs.
It covers the continuum from disease prevention and promotion of optimal health to the
detection of illness to treatment, rehabilitation and long – term care.

Areas for Client Education:

1. Promoting health

2. Prevention of illness or injury

3. Restoration of health

4. Adapting to altered health and function

Factors Integral to health Education and Health Promotion

1. Intrapersonal Factors
2. Interpersonal Processes and Primary Groups
3. Institutional factors
4. Community Factors
5. Public Policy