UNIT 3.

Principles of Teaching and Learning

Based on the literature and the experience of the teaching faculty, ten principles of
effective teaching were recommended:
1. create an active learning environment;
 Active Learning Environments provide cooperative learning spaces that
encourage student collaboration and peer teaching. Their technology allows
students to present their work for review by peers and instructors.
2. focus attention;
 Focused attention is the brain's ability to concentrate its attention on a target
stimulus for any period of time. Focused attention is a type of attention that
makes it possible to quickly detect relevant stimuli.
 Stimulus Factors: Novelty, complexity, duration, or salience of the stimulus.
3. connect knowledge;
 Connect Knowledge
i. Post examples of how covered material relates to prior knowledge.
ii. Design quizzes that tie prior knowledge to current knowledge.
iii. Provide links to resources dealing with prior knowledge.
iv. Include links to related sites or video clips related to the new material.
4. help students organize their knowledge;
 The way people organize knowledge is based on patterns of experiences
(Ambrose, et al, 46). These patterns tend to fall into three categories: cause
and effect, shared meaning, and perceptual similarities.
5. provide timely feedback;
 To facilitate this, generic feedback can be prepared in advance and
distributed to students quickly once they have submitted their work.
 This can be based on previous answers to the assignment or a 'model
answer.
 Individual feedback to students can then be provided at a later stage.
6. demand quality;
 Assessment must meet certain quality demands. These demands relate to
the validity and reliability, effectiveness, transparency and feasibility of an
assessment.
7. balance high expectations with student support;
 High expectations are the attitude that you expect the best out of students at
all times.
i. Teach about growth mindsets.
ii. Focus on effort, not excellence.
iii. Ask students to try again.
iv. Express unconditional positive regard.
v. Set achievable but difficult tasks.
vi. Identify causes of poor-quality work.
vii. Be a role model.
viii. Only praise behaviors that are praise-worthy.
ix. Show your expectations by providing examples.
x. Stop using gimmicks as incentives.
 xi. Ask open-ended questions.
xii. Give detailed feedback.
xiii. Be consistent.
8. enhance motivation to learn;
 Allow students to work together.
 Encourage self-reflection.
 Be excited.
 Connect student interests.
 Make goals high but manageable.
 Give feedback and offer chances to improve.
 Track Processes.
 Provide opportunities for success.
9. communicate your message in a variety of ways; and
 verbal
 non-verbal
 visual
10. help students to productively manage their time.
 10 Effective Time Management Tips for Students
i. Create a Master Schedule.
ii. Use an Agenda.
iii. Eliminate Distractions.
iv. Set Goals for Each Study Session.
v. Start Working on Assignments Early.
vi. Make a Project Plan.
vii. Work on One Thing at A Time.
viii. Study in Shorter Bursts.
ix. Start Early in The Day
x. Get 8-10 Hours Of Sleep

10 Basic Principles of Active Learning

1. Every One Can Learn

o There are some learners that could not find time to learn.
 Unless impacted by survival, every child and older learner can learn.
 It is up to the parent, therapist or educator to keep finding the right
situation/environment with enough support, responsiveness and
interest to engage the learner.

2. Active Learning is Hands Off

o Challenged learners often act passive and are treated as passive (everything
is done for them).
 Active Learning involves creating supportive and responsive
environments that are altered to seduce a learner to become active.
 Blind and disabled learners often resisted any “guided hands”
approach, so we have to create environments and situations that
would increase a learner’s inclination to explore on their own.
  This means the “teacher” must disengage and not talk nor prompt until
the activity is concluded.
 Kids learn through repetition so we must not interrupt them.

3. Auditory and Tactile Primacy

o Learners with vision impairments and neurological deficits rely upon hearing
as a primary sense.
 Vision tends to be secondary, owing to control and processing
difficulties.
 Tactile sense is also a prominent sense.

4. Responsive Environment, Short Sessions

o The environment should provide excellent auditory and tactile feedback (not
just stimulation).
 Use of the Character Board provides key vibratory input.
 The Little Room provides a warm inviting echo and exploration
chamber.
 if the child cannot go to the room, the room must come to the child.
 Many short sessions are better than one long one, especially when first
using an environment.

5. Mix Variety and Constancy, Provide Comparisons

o As anyone does, a learner benefits from moderated variety.
 Don’t change everything every time, but provide enough variation so
that the environment has interest.
 Provide “alike but different” objects to invite comparison.
 Cycling through a large inventory of objects/toys allows for a rich,
constantly interesting environment.
 Change some of the objects whenever the learner shows habituation
to the objects available.

6. Work up to Weight Bearing

o Given the discomfort of bearing weight, provide support until the learner has
some control, and slowing increase the weight load.
 There is some gadget used to control weight on the legs.
 Start with no weight, toes barely touching.

7. Emotional Development Involves Mastery

o It’s that smile of accomplishing something, doing something to their
environment, rather than the environment doing it to them that fosters a
critical step in emotional development.
 It is up for us the as teacher or facilitator to provide activity related to
the Active vs. Passive learning, that “see what I can do” smile is a
crucial goal.

8. Learning is by Repetition – Allow to fail

 o Kids learn by repetition.
 They must do something over and over to invoke memory and get the
variations to make sense.
 Allowing them to have negative results without intervention (e.g.
without moving an object into their hand as they miss on a reach) is as
important as not interrupting with any cheerleading.

9. Talk and Reward at the End of Play

o At the end of play is the time for the adult input, the language and
commentary to describe what the learner was doing, and to positively
reinforce their activity.
 Point at and jiggle the objects and talk about what they did.
 Ask questions and use short sentences.
 When a learner is ready and can engage in turn-taking games, then a
new level has been achieved.

10. Limit Input, Wait for Response

o As a general principle, remember that neurologically impacted learners
usually need more time to take in, process and assemble a response.
 If you ask a question, remain quiet as long as possible before asking
something again, and try not to supply their answer without some sign.
 This is always subject to judgment, as after a while the question may
be forgotten.
 Repeat using the exact same words, so additional processing to
understand new input is not needed.

Steps in the teaching and learning process

1. Analyzing needs for implementing an active learning strategy.
2. Identify topic and questions.
3. Identify learning objectives & outcomes.
4. Plan and design the activity.
5. Identify sequence of learning events.
6. Evaluate and assess.

Lesson 1. Health Education Process

Health education is the process of imparting information about health in such a way that

the recipient is motivated to use that information for the protection or advancement of
his own, his family's or his community's health.

Objectives of health Education:

1. To enable the students to develop a scientific point of view of health with

reference to traditional and modern concept of health.
2. To enable the students to identify health problems and understand their own role
on health and to medical agencies in meeting those problems.
Goal of health education:
 To promote, maintain, and improve individual and community health through the
educational process.

Components of health education:

The health education curriculum includes a variety of topics such as:
 Personal health
o Personal Health is the ability to take charge of your health by making
conscious decisions to be healthy. It not only refers to the physical well-
being of an individual but it also comprises the wellness of emotional,
intellect, social, economic, spiritual and other areas of life.

 Family health
o The health status of the family as a unit including the impact of the health
of one member of the family on the family as a unit and on individual
family members; also, the impact of family organization or disorganization
on the health status of its members.
 Community health
o Community health is a medical specialty that focuses on the physical and
mental well-being of the people in a specific geographic region.

 Consumer health
o Consumer Health refers to the decisions you make about the purchase of
product and use of health information and services that will have direct
effect on your health. 

 Environmental health
o the branch of public health concerned with monitoring or mitigating those
factors in the environment that affect human health and disease.
o "air pollution is a huge environmental health issue"

 Sexuality education
o Sexuality education is defined as teaching about human sexuality,
including intimate relationships, human sexual anatomy, sexual
reproduction, sexually transmitted infections, sexual activity, sexual
orientation, gender identity, abstinence, contraception, and reproductive
rights and responsibilities.

 Mental and emotional health

o Mental health includes our emotional, psychological, and social well-being.
It affects how we think, feel, and act. It also helps determine how we
handle stress, relate to others, and make choices. Mental health is
 important at every stage of life, from childhood and adolescence through
adulthood.

 Injury prevention and control of disease

o Injury prevention is an effort to prevent or reduce the severity of bodily
injuries caused by external mechanisms, such as accidents, before they
occur.
 Substance use and abuse
o Substance abuse can simply be defined as a pattern of harmful use of
any substance for mood-altering purposes. "Substances" can include
alcohol and other drugs (illegal or not) as well as some substances that
are not drugs at all.

Seven Areas of Responsibility for Health Educators

 Assess Needs, Resources, and Capacity for Health Education/Promotion.
 Plan Health Education/Promotion.
 Implement Health Education/Promotion.
 Conduct Evaluation and Research Related to Health Education/Promotion.
 Administer and Manage Health Education/Promotion.
 Serve as a Health Education/Promotion Resource Person.

What is the importance of health?

 Being healthy should be part of your overall lifestyle.
 Living a healthy lifestyle can help prevent chronic diseases and long-term
illnesses.
 Feeling good about yourself and taking care of your health are important for your
self-esteem and self-image.
 Maintain a healthy lifestyle by doing what is right for your body.

What is health education and why is it important?

 Health Education is very important because it’s the foundation of engaging new
disease and emerging disease.

What are the 5 components of health that make up total fitness?

They are:
 heart and lung endurance or cardiovascular endurance
 muscular strength
 muscular endurance
 flexibility
 body composition.

What are the 4 areas of health?

  Diet
 Exercise
 Mental
 Social

What is comprehensive health education?

 Comprehensive health education encompasses all aspects of a young person's

life. Included are, among other things: skills, attitudes, and practices of children
and youth that are conducive to their good health and that promote wellness,
health maintenance, and disease prevention.

Lesson 2. Assessing the Learner

Assessment and Learning

 Assessment plays an important role in the process of learning and motivation.

 Well-designed assessment methods provide valuable information about
student learning.
 They tell us what students learned, how well they learned it, and where they
struggled.
 Assessment is a key component of learning because it helps students learn.
 When students are able to see how they are doing in a class, they are able to
determine whether or not they understand course material. 
 Assessment can also help motivate students.

How to Assess Students' Learning and Performance

 Creating assignments.
 Creating exams.
 Using classroom assessment techniques.
 Using concept maps.
 Using concept tests.
 Assessing group work.
 Creating and using rubrics.

What is the main aim of assessment?

 The purpose of assessment is to gather relevant information about student
performance or progress, or to determine student interests to make judgments
about their learning process.

What is the importance and benefits of assessment for learning?

  Well-designed assessment can encourage active learning especially when the
assessment delivery is innovative and engaging.
 Peer and self-assessment, for instance, can foster a number of skills, such as
reflection, critical thinking and self-awareness – as well as giving students insight
into the assessment process.

The Functions of Assessment
 Formative assessment provides diagnostic feedback to students and instructors
at short-term intervals (e.g., during a class or on a weekly basis)
 Summative assessment provides a description of students' level of attainment
upon completion of an activity, module, or course.

Lesson 3. Determinants of Learning

The following are determinants of learning

 Assessment of the Learner
 Assessment of learning needs
 Methods of Assessment
 Readiness to Learn
 Learning style principles
 Learning Style instruments

The three determinants of learning that require assessment are:

1. the needs of the learner (what)
2. the state of readiness to learn (when)
3. the preferred learning styles for processing information. (how)

Educator’s Role in Learning

The educator plays a crucial role in the learning process by:
 assessing problems or deficits
 providing information in unique ways
 identifying progress made
 giving feedback
 reinforcing learning
 evaluating learners’ abilities

The Educator’s Unique Position

 The educator is vital in giving support, encouragement, and direction during the
process of learning.
  The educator assists in identifying optimal learning approaches and activities that
can both support and challenge the learner.

Learning Needs (WHAT the learner needs to learn)

Assessment of the learner includes attending to the three determinants of learning:
 Learning Needs (WHAT the learner needs to learn)
 Readiness to Learn (WHEN the learner is receptive to learning)
 Learning Style (HOW the learner best learns)
 Haggard, 1989

Assessment of Learning Needs

 Identify the learner
 Choose the right setting
 Collect data about, and from, the learner
 Involve members of the healthcare team
 Prioritize needs
 Determine the availability of educational resources
 Assess demands of the organization
 Take time-management issues into account

Needs are prioritized based on the following criteria:

 Mandatory: Needs that must be learned for survival when the learner’s life or
safety is threatened
 Desirable: Needs that are not life-dependent but are related to well-being
 Possible: Needs for information that are “nice to know” but not essential or
required because they are not directly related to daily activities or the particular
situation of the learner

Methods to Assess Learning Needs

 Informal conversations
 Structured interviews
 Focus groups
 Self-administered questionnaires
 Tests
 Observations
 Patient charts

Assessing Learning Needs of Nursing Staff

 Written job descriptions
  Formal and informal requests
 Quality assurance reports
 Chart audits
 Rules and regulations
 Knox Four-Step approach

The Four Types of Readiness to Learn Are:

 P = Physical readiness
 E = Emotional readiness
 E = Experiential readiness
 K = Knowledge readiness

The Components of Each Type of Readiness

1. Physical readiness
 measures of ability
 complexity of task
 health status
 gender
 anxiety level
 support system

2. Emotional readiness
 Anxiety level
 Support system
 motivation
 risk-taking behavior
 frame of mind
 developmental stage

3. Experiential readiness
 level of aspiration
 past coping mechanisms
 cultural background
 locus of control
 orientation

4. Knowledge readiness
 present knowledge base
 cognitive ability
  learning disabilities

Learning Style Principles

 Both the teacher’ style prefers to teach and the learner’s style prefers to learn
can be identified.
 Educators need to guard against relying on teaching methods and tools which
match their own preferred learning styles.
 Educators are most helpful when they assist learners in identifying and learning
through their own style preferences.
 Learners should have the opportunity to learn through their preferred style.
 Learners should be encouraged to diversify their style preferences.
 Educators can develop specific learning activities that reinforce each modality or
style.

Learning Style Models and Instruments

 Brain Preference Indicator (Right-Brain, Left-Brain, and Whole-Brain)
 Embedded Figures Test (EFT) (Field-Independent/Field-Dependent)
 Environmental Preference Survey (EPS) (Dunn and Dunn Learning Style
Inventory)
 Myers-Briggs Type Indicator (MBTI)
 Kolb Learning Style Inventory (LSI)
 4MAT System
 Gardner’s Eight Types of Intelligence
 VARK Learning Styles

Right-Brain/Left-Brain and Whole-Brain Thinking

 Brain Preference Indicator
 Right hemisphere—emotional, visual–spatial, nonverbal hemisphere
 Thinking processes using the right brain are intuitive, subjective, relational,
holistic, and time free
 Left hemisphere—vocal and analytical side
 Thinking process using reality-based and logical thinking with verbalization
 No correct or wrong side of the brain
 Each hemisphere gathers in the same sensory information but handles the
information in different ways
 Knowledge of one’s own brain hemispherical performance can help educators
identify the strengths and weaknesses of various teaching methods

Examples of Right-Brain/Left-Brain and Whole-Brain Thinking

  Prefers talking and writing
 Recognizes/remembers names
 Solves problems by breaking them into parts
 Conscious of time and schedules
 Prefers drawing and manipulating objects
 Recognizes/remembers faces
 Solves problems by looking at the whole, looks for patterns, uses hunches
 Not conscious of time and schedules
 Whole brain—combining both sides of the brain

Field-Independent/Field-Dependent Embedded Figures Test

 Learners have preference styles for certain environmental cues.
 Helps the educator structure the learning task and environment
 Helps assess the extent to which learners are able to ignore distractions from
other persons
 Assesses whether learners see the whole first or the individual parts of a task
when learning

Environment Preference Survey (LSI)

 Stimuli
 Environmental
 Emotional
 Sociological
 Physical
 Psychological

Myers-Briggs Type Indicator

 Extraversion (E)
 Introversion (I)
 Intuition (N)
 Sensing (S)
 Thinking (T)
 Feeling (F)
 Perception (P)
 Judgment (J)

Kolb Learning Style Inventory

 Perception Dimension
 Concrete experience Abstract conceptualization
  Process Dimension
 Active experimentation Reflective observation
 Diverger Converger
 Assimilator Accommodator

4MAT System
 There is a combination of Kolb’s model combined with right/left brain research.
 There are four types of learners.
 Educators can address all four learning styles by teaching sequentially from type-
one learner to type-two learner, etc.
 Learning sequence is circular and cyclic.

Interpretation of Style Instruments

 Caution must be exercised in assessing styles so that other equally important
factors in learning are not ignored.
 Styles only describe how individuals process stimuli, not how much or how well
information is learned.
 Style instruments should be selected based on reliability, validity, and the
population for which they are to be used.
 More than one learning style instrument should be used for appropriate
assessment of learner.

Generational Styles- Silents born. (1945 – and before)

 This group is not clueless about technology; the fastest growing group of Internet
users
 Older adults may need technology training.
 Let your students dictate the pace; don’t rush things.
 Be polite, say “please” and “thank you”.
 Use proper grammar at all times
 Avoid all off-color language or humor.
 Even if you’re using computers for training, provide plenty of opportunity for
personal
 ***interaction: Older learners like to interact with people, not machines.

Generational Styles-Baby Boomers born years old (1946 –1964)

 Show them that you care, Be nice
 Fairness is important.
 Tell them they are important.
 Know their names.
  Give them a chance to talk-they want to show you what they know.
 Dialogue and participation is key.
 Don’t be authoritarian; don’t boss them around.
 Be democratic--Treat them as “equals”
 Acknowledge what they know; ask them lots of questions so they can
demonstrate what they know
 Treat them as though they’re young, even if they aren’t
 Avoid “sir” and ma’am”, which they may take as an insult
 Respect their experience

Older people Do’s and Don’ts

 All printed material should be clear, easy to read, large enough font.
 Provide a summary of topics and goals.
 Be pleasant, personal but not too intimate.
 Don’t put them on the spot. Give them time to prepare.
 If you’re a 20-something trainer…
 Get coaching from someone older to understand the mindset of this generation.
 Invite someone with a little more gray hair to be a guest presenter in your class,
to help with credibility.
 Show respect for age and experience.

Generational Styles- Gen Xers born (1965 – 1976)

 Flexible
 Independent
 Can multitask well
 Pessimistic
 Used to change
 Want to get job done
 Visual & dynamic
 State of art technology & know how to use it
 Only read when they have to!

Generational Styles- Gen Y born (1977 – 1995)

 Accept authority & follows rules
 Balance work & personal life
 Direct & Vocal
 Optimistic
 Socially aware & involved
  Team player
 Technology expected
 Active-let them move around
 Frequent and instantaneous feedback
 ARE readers—provide backup info

Generation Z or iGen or Centennials - 1996-now

Lesson 4. Learning Needs

Learning needs is the gap between the learner's current level of knowledge and skills,
and the level of knowledge and skills required to perform a task or a set of tasks.

Learning needs are personal, specific, and identified by the individual learner through
practice experience, reflection, questioning, practice audits, self-assessment tests, peer
review, and other sources”
Needs of Learners
The needs of learners should be considered within the context of the following:
 Could be IT skills
 communication skills
 complaint/conflict handling skills
 problem-solving skills and lots more
 current physical, social, intellectual and emotional development.
 Classroom and school environment
 Special nature of the communities
 A wider knowledge about the health status, needs, and physical activity patterns
of children, adolescents and adults in the society.
 Attitudinal shifts and Attitudinal Learning – re-examining our values and beliefs.

Identified students’ learning needs should be informed by consultation with the

following:
 Students themselves
 School staff members
 Parents
 Care givers
 Education professionals

In developing a culturally inclusive curriculum, it is important to:

  Recognize that learners may need to meet more than one set of cultural
expectations
 Ensure that members of cultural groups within the local and wider community are
consulted when the school health and physical education program is developed.
 Ensure that the teaching practices, the language, and the resource materials
used in the school/community environment are culturally inclusive.
 Select a learning outcome that are equitable regardless of gender, across an
essential learning area.

Health Education and physical education programs that are gender inclusive will:
 Incorporate a range of experiences that are relevant to the knowledge, skills, and
aspirations of both boys and girls, using gender inclusive language, resource
materials, and illustrative examples.
 Ensure that both girls and boys take active leadership roles in health education
and physical education settings.
 Provide opportunities for students to critically analyses the ways in which some
existing concepts of masculinity and femininity may have a detrimental effect on
the health and the physical activity patterns of boys and girls, men and women.
 Provide opportunities for boys and girls to develop knowledge, understandings,
skills, and behaviors that will enable them to achieve relationships characterized
by equality and mutual respect.
 Provide role models, for both girls and boys, of men and women who are
encouraging, sensitive, tolerant, assertive, and physically active.
 Encourage girls and boys to participate in all aspects of health education and
physical education in an atmosphere that challenges gender stereotyping and
discrimination.
 Ensure that boys and girls have equitable access to resources, including teacher
time, learning assistance, and technologies, across all learning activities.

It is important that learners with special needs and abilities are:

 Identified early
 Have their learning needs addressed from the very beginning, through relevant
and consistent programs.
 Work at their own pace
 Work towards goals and face challenges that encourage them to develop to their
full potential.
 Valued by their peers, their teachers, the school, and the wider community help
to plan programs to meet their particular learning needs are included in regular
lessons (and that resources or teaching approaches are adapted, as appropriate,
to meet their special needs).