Health Education (Midterms) b.

Desirable – needed to promote well-being and are not

life dependent
Determinants of Learning c. Possible – “nice to know” learning needs
 Haggard states that the education’s role in learning is
primarily assess the learner to the three factors that Learning Readiness
affect learning - When assessing readiness to learn, the health
Three Factors That Affect Learning educator must:
1. Learning Needs 1. Determine what needs to be taught
2. Learning Readiness 2. Find out exactly when the learner is ready to learn
3. Learning Style 3. Discover what the patient wants to learn
4. Identify what is required of the learner
Learning Needs 5. Determine if the timing is right and proper
- Gaps in knowledge that exist between a desired level 6. Determine if the learner is showing signs of
of performance and the actual level of performance motivation
- In assessing learning needs, the following are some 7. Assess if the plan for teaching matches the
important methods which are used: development level of the learner
o Informal conversations or interviews 8. Find out if rapport or interpersonal relationship with
o Structured interviews the learner has been established
o Written pretests Four Types of Readiness to Learn (PEEK)
o Observation A. Physical Readiness
Steps in the Assessment of Learning Needs 1. Measures of ability
1. Identify the learner 2. Complexity of task
2. Choose the right setting 3. Environmental effects
3. Collect data on the learner 4. Health status
4. Include the learner as a source of information 5. Gender
5. Include members of the healthcare team B. Emotional Readiness
6. Determine availability of education resources 1. Anxiety level
7. Assess demands of the organization 2. Support system
8. Consider time-management issues 3. Motivation
9. Prioritize needs 4. Risk-factoring behavior
Criteria for Prioritizing Learning Needs 5. Frame of mind
a. Mandatory – needed for survival 6. Development stage
 C. Experiential Readiness Sensory
1. Level of aspiration - Visual, Auditory, Kinesthetic/tactile (VAK) Model
2. Past coping mechanism Perceptual
3. Cultural background - Hemispheric Dominance Theory
4. Locus of control - Field Independence vs. Dependence Model
5. Orientation - Dunn & Dunn Learning Styles
D. Knowledge Readiness Cognitive Information-Processing
1. Present knowledge base - Kolb’s Learning Style Model
2. Cognitive ability - Gregorc’s Learning Styles
Personality
Learning Styles - Myers-Briggs Personality Types
1. These are ways in which an individual processes Personal Talents
information or different approaches or methods of - Gardner’s Multiple Intelligence Theory
learning -
2. The habitual manner in which learners receive and Educational Implications of Social Learning Theory
perceive information, process it, understand it, value it, - Students often learn a great deal simply by observing
store it & recall it other people
3. It involves affective, psychomotor and cognitive styles - Describing the consequences of behavior can
Benefits? effectively increase appropriate behaviors and
1. The teacher can intervene once the learner decrease inappropriate ones
experiences difficulty by adapting techniques or - Modeling provides an alternative to shaping for
strategy that are suited to the student’s learning style teaching new behaviors
2. Enhancement of effective learning by improving on the - Teachers and parents must model appropriate
teaching strategies and the instructional materials that behaviors and take care that they do not model
are used inappropriate behaviors
Models/Theories of Learning Styles - Teachers should expose students to a variety of other
 Over 80 models
- Sensory
- Perceptual
- Cognitive information-processing
- Personality
- Personal talents
Hemispheric Dominance Theory (Dr. Sperry, 1977)
- In general, the left and right hemisphere of the brain
process information in different ways
- Human brain tends to process information using its
dominant side
- However, the learning process is enhanced when all of
the senses are used
- This includes using the less dominant hemisphere
LEFT HEMISPHERE
 Process information in a linear manner
 Process in sequence
 Process in symbols
 Processes in logical manner
 Little trouble expressing themselves in words
 Deals with things the way they are – with reality
Functions:
- Thinking is critical, logical, convergent
- Analytical
- Prefers talking and writing
- Responds to verbal instructions and explanations
- Recognizes/remembers names
- Relies on language in thinking and remembering
- Solves problems by breaking them into parts, then
solves sequentially
- Like stability
- Good organizational skills
- Algebra is the preferred Math
- Controls emotions
RIGHT HEMISPHERE
 Processes from whole to part; holistically
 Approach is random processing
 Wants to be concrete
 Processes information non-verbally
 Fantasy-oriented processing
Functions:
- Thinking is creative, intuitive and divergent
- Synthesizing
- Prefers drawing and manipulating
- Responds to written instructions and explanations
- Recognizes/remembers faces
- Solves problems by looking at the whole then solves
using hunches
- Loose organizational skills
- Likes changes
- Loose contact with time and schedule
- Geometry is the preferred Math
Field Independent vs Dependent (Witkin, 1976)
- Learners have preference styles for processing and
structuring
- Field independent – perceives information as separate
from surrounding field
- Field dependent – perceives information as influenced
by the surrounding field
Field Independent
 Not affected by criticism
 Will not conform to peer pressure
 Are less influenced by external feedback
 Have an impersonal interaction to the world
 Place emphasis on applying principles
 Are interested in new ideas or concepts
 Provide self-directed goals and reinforcement
 Prefer lecture method
Field Dependent - Learners vary in balance of the combination of the 4
 Are easily affected by criticism abilities
 Will conform to peer pressure Abstract Sequential
 Are influenced by feedback  Want substance and sequence
 Learn best when material is organized  Prefer authority figure in the teacher
 Have social orientation to the world  Voracious readers
 Place emphasis on facts  Long term memory
 Prefer learning to be relevant to own experience  Use logic to “group situations”
 Need external goals, reinforcements  Sees conceptual pictures
 Prefer discussion method  Sees situations as “black & white”
Abstract Random
Gregorc Delineator Learning Style (Gregorc, 1982)  Pay a great deal of attention to human behavior
- The mind has mediation abilities of perception and  Prefer to receive instruction in an unstructured manner
ordering  Prefer a busy environment
 Ways of grasping stimuli  Holistic in nature
o Concrete vs Abstract  Need time to reflect
 Ways of arranging stimuli Concrete Sequential
o Sequential vs Random  Learn with hands-on experiences
 Need order and sequence in activities
 Want specific directions
Concrete Abstract  See situations as black and white
Sequential Sequential  Cannot be distracted when learning
 Proceed with activities one at a time
Concrete Random
 Get the gist of the idea quickly
 Ability to make intuitive leaps
Concrete Abstract  Prefers a trial and error approach
Random Rational  Learns well in problem solving or creative situation
 Sees the whole picture with overlapping parts
Teaching Around the 4MAT Cycle (McCarthy)
Type 1 learners – learn by seeking meaning; “Why?”
- Need to be involved in direct experiences during which
they can use their imagination
Type 2 learners – learn by thinking through ideas; “What?”
- Need to reflect and think about their learning and they
are analytical by nature
Type 3 learners – learn by testing theories; “How?”
- Need a “common sense” approach to learning
- Prefer to think and do. They are practical thinkers and
like to make things work.
Type 4 learners – learn by trial and error or seeking hidden
possibilities; “(What) if?” or “So what?”
- Need to apply and use their learning and tend to be
creative thinkers
 Learning begins with direct experience
 Then, learners move toward the analysis of abstract
concepts by reflecting on their direct experience
 After reflective processing, learners become more
active by applying the new learning
 Finally, learners “act” on their learning by transferring it
to a new situation
Dunn & Dunn Learning Style Model (Rita & Kenneth Dunn,
1969)
- Identify how individuals prefer to function, learn,
concentrate and perform in their educational strengths
and preferences across the full spectrum of five
categories
Five Categories
 Environmental – sound, light, temperature, seating
design
 Emotional – motivation, conformity/responsibility, task
persistence, structure
 Sociological – alone, pair, peer, group, authority,
variety
 Physiological – (perceptual elements) auditory, visual,
tactual, kinesthetic; intake, time of day, mobility
 Psychological – analytical or global, impulsive or
reflective
Four Basic Learning Modes (Kolb, 1984)
- Describe each learning style as a combination of four
basic learning models
1. Concrete Experience (CE) abilities
 Learning from actual experiences
2. Reflective Observation (RO) abilities
 Learning by observing others
3. Abstract conceptualization (AC) abilities
 Creating theories to explain what is seen
4. Active Experimentation (AE) abilities
 Using theories to solve problems
 - Use deductive reasoning
CE
- Learn best through demos and return demos
4. Accommodator: relies heavily on CE and AE
accomodating diverging - Impatient with other people; a risk-taker, often using
trial-and-error methods of solving problems; acts more
on intuition, instinct or gut feeling rather than on logic;
AE RO an achiever
- Learns best through role-playing, gaming, computer
simulation, laboratory experiments
converging assimilating

Myers-Briggs Personality Type Indicator (MBTI) (1980)

- People develop patterns which dictate behavior in
AC certain predictable ways
1. Diverger: stresses CE and RO
Myers-Briggs Dichotomous Preferences
- People and feeling-oriented and likes to work in groups
Extraversion <--------> Introversion
- View concrete situations from many points of view
Sensing <--------> Intuition
- Like to observe, gather information, gain insights
Thinking <--------> Feeling
- Learn best through group discussions and
Judgement <--------> Perception
brainstorming activities
2. Assimilator: emphasizes AC and RO
 The types are based on pairs of psychological
- More concerned with abstract ideas than people; very
opposites or dichotomies
good in creating theoretical models; and integrating
 None of the types are “better” or “worse” in any kind of
ideas and applying them; use logical thinking
absolute sense
- Good at inductive reasoning
 Represents preferences
- Learn best through lecture, one-on-one instruction,
self-introduction with many reading materials
E-I
3. Converger: learns by AC and AE
- Distinguishes a preference for focusing attention on,
- Good at decision-making, problem solving and prefers
and drawing energy from, the outer world of people and
dealing with technical work than interpersonal
thing versus the inner world of ideas and impressions
relationships
I-S
- Uses facts and data and has skills for technology and
- Distinguishes a preference for gathering data directly
specialist careers
through the senses as facts, details, and precedent
 (sensing) versus indirectly as relationships, patterns, - Do not use in performance reviews
and possibilities (intuition)
T-F
- Distinguishes a preference for deciding via objective,
impersonal logic (thinking) versus subjective, person-
centered values (feeling)
J-P
- Distinguishes an outward preference for having things
planned and organized (judging) versus a flexible style
based more on staying open to options than deciding
(perceiving)

 The combination of these four dichotomies lead to 16

personality types

SJ Leaders – company people (traditionalists)

NF – The People people (idealists)
NT – conceptualizers (competence above all)
SP – troubleshooters

What MBTI Can Do

- Use natural strengths to best advantage
- Accept that you can’t do everything well
- Identify your areas for improvement
- Appreciate differences in others
- Identify others who can help you be successful

What MBTI Should Not Do

- Does not measure skills
- Does not predicts success or failure
- Should not be used to assign jobs, avoid certain
activities, excuse inexcusable behavior