Health Education HINA EDUCATION module #13 Student Activity Sheet Class number: Name: Daten Section: Schedule; —————— Tesson tiller Educating Learners with Disabilties and Chronic =). Book, pen and notebook lines (Part 2) Learning Targets: References: Pee At the end of the module, students will be able to: Bastable, S. B. (2010). Ni ba ington 1. Identity the types of disabilities; Principles of Teaching ond bear ee 2. Develop competencies in the teaching guidelines; and, Nursing Practice. Jones & Leaming. 3. Discuss Mental lliness. ———_—_——— A. LESSON PREVIEWIREVIEW KEY IDEAS: (Pty a piece of paner, the instructor will ask each student to write hisher concept about disability and will write in 3 sentences of how they will be able to handle it 2. Once the students have completed the activity, t they have writen the partners will write down their reflection based from what they have written. 3. On the side of the paper, 4. The instructor will then call 3 to 5 pairs to share their answers to the class. they will exchange paper with their partners and will discuss what B. MAIN LESSON The students will study and read their book about this lesson (Chapter 9 of the book) Types of Disabilities Sensory disabilities Leaming disabilities 3. Developmental disabilities 4. Mental illness 5. Physical disabilities 6 7. ‘Communication disorders Chronic illness ‘Sensory Disabiliti ring Impairments ‘© Total or partial auditory loss (complete loss or reduction in sensitivity to sounds), etiology related to either a conduction or sensory-neural problem Incidence increases with age. Hearing loss described by type, degree, and configuration Types of hearing loss ‘© Conductive (usually correctable, loss in ability to hear faint noises) 2 Sensorneual permanent, damage to cachea or nerve pathways) o Mixere ON Health Education Module #13 Student Activity Sheet Names lass number: section: Schedule: a Cséate: Modes of Communication to Facilitate Jeaching/Learning: ‘a. American Sign Language (ASL) b. _Lipreading c. Written materials d.—_ Verbalization by client 2. Sound augmentation {, _ Telecommunication devices for the deaf (TDD) sensory Disabilities: Hearing Impairments Teaching Guidelines Use natural speech patterns; do not overarticulate. Use simple sentences and a moderate pace. Get client's attention with a light touch on arm. Face the client; stand no more than six feet away. Minimize environmental noise. Make sure hearing aid is turned on. ‘Avoid standing in front of bright light, which obscures your face. Minimize motions of your head while speaking Refrain from placing IV in hand client needs for sign language. Sensory Deficits: Visual Impairments © Over 23 million Americans are blind or visually impaired © Etiology: infection, trauma, poisoning, congenital condition, degeneration © Common healthcare barriers encountered 4. Lack of respect 2. Communication problems 3. Physical barriers 4. Information barriers © Common Eye Diseases of Aging © Macular degeneration © Cataracts © Glaucoma © Diabetic retinopathy ‘Sensory Deficits: Visual Impairments Teaching Guidelines ‘Assess patients to avoid making needs assumptions. ‘Speak directly to patients rather than to sighted companions. ‘Secure services of a low-vision specialist to obtain adaptive optical devices. Avoid the tendency to shout. Use nonverbal cues. Always announce your presence and identify yourself. Allow client to touch, handle, and manipulate equipment. Be descriptive in explaining procedures. Use large font size for printed or handwritten materials. Use bold color or rely on black and white for printed materials, Use alternative instructional tools that stimulate auditory and tactile senses. Use proper lighting,Health Education CHINMA EDUCATION Module #13 Student Activity Sheet Class number! Name: Date: Section: Schedule: m. Provide large-print watches and clocks. Use audiotapes and cassette recorders. Computer features Screen magnifiers, high contrast, screen-resolution features Text-to-speech converters Braille keyboards, displays, and printers Sighted guide technique or>epos bilities Heterogeneous group of disorders of listening, speaking, reading, writing, reasoning, or mathematical abilities ‘Approximately 20% of the American population is affected. The majority have language, integrative processing, or memory deficits. Multiple definitions exist; controversial area of debate Varied and often unclear causes Most individuals have normal or superior intelligence. Disorders include: © Dyslexia © Auditory processing disorders © Dyscalculia Learning 0000000 Teaching Guidelines Eliminate distractions; provide a quiet environment. Conduct an individualized assessment to determine how client leams best. Adapt teaching methods and tools to client's preferred learning style, ‘Ask questions of parents about accommodations needed if client is a child, Use repetition o reinforce messages. Ask client to repeat or demonstrate what was learned to clear up any possible misconceptions. Use brief but frequent teaching sessions to increase retention and recall of information Encourage client's active participation. Developmental Disabilities © severe chronic state that is present before 22 years of age, is caused by mental and/or physical impairment, ‘and is likely to continue indefinitely © Include: © Attention-deficivhyperactivty disorder © Intellectual disabilities © Asperger syndrome/autism spectrum disorder © Public laws providing for special education needs © Developmental Disabilities Assistance and Bill of Rights Act of 2000 © Education of All Handicapped Children Act 1975 + _ Individuals with Disabilties Education Act of 1990 (IDEA) + Updated in 2004 1g Guidelines Recognize the role of parents and caregivers, and time and stress involved Keep in mind developmental stage, not chronological age. Careful assessment is critical Provide concrete examples and explanations, preferably in context Use verbal and nonverbal cues. This document is the property of PHINMA EDUCATION 3of10 we c0000PHINMA EDUCATION Health Education Module #13 Student Activity Sheet Name: rr eens Class number: Section: Schedule: Date: Simpify tasks, Be consistent; use repetition Encourage active participation. Praise positive behaviors and accomplishments. Consider individual learning styles. Eliminate unnecessary distractions. Ask direct questions. Consider using stress reduction techniques. Mental Illness ‘© Estimated to affect 20% of adult Americans © Advances in mental iliness care since 1950s Teaching guidelines Begin with comprehensive assessment. Be aware of communication and learning challenges. Teach using small words, repeating information. Keep sessions short and frequent involve all possibie resources, including client and family. Physical Disabilities: Traumatic Brain Injury ©. Falls are leading cause ‘©. Greater awareness with combat and sports © Includes closed and open head injuries © Treatments © Acute care © Acute rehabilitation © Long-term rehabilitation © Ultimate goal of independent living Teaching Guidelines ‘© Obstacles to learning readiness © Denial or loss of identity Lack of physical endurance Role changes of patient and caregivers Feelings of isolation © General teaching strategies Use group teaching approach. Involve immediate caregiver. Invite rehabilitated patients to share experiences. Use simple sentences. Use gestures to enhance what you are saying. Give step-by-step instructions. Allow time for responses. Praise all communication efforts. Use listening devices Keep written instructions simple. 0000008000 aPHINMA EDUCATION Health Education sincere TON Module #13 Student Activity Sheet Name: Class number: a Section: Schedule: am Physical Disabilities: Memory Disorders © Causes include: © Brain injury © Amnesia © Alzheimer's disease © Parkinson's disease © Multiple sclerosis © Brain tumors © Depression © Short-term or long-term memory deficits Teaching Guidelines ‘© Emphasize memory techniques that focus on the need for attention, repeating information, and practicing retrieval © Encourage client to take notes. © Assist client in creating a system of reminders. © Incorporate pictures and visualization © Teach clients to “chunk” information. © Arrange brief, frequent repetitive sessions to provide constant reinforcement. © Involve family or caregiver in teaching sessions to reinforce information. Communication Disorders © Deficits affect perception andior language production abilities. © Most common residual communication deficits ‘© Global aphasia © Expressive aphasia © Receptive aphasia © Anomic aphasia © Dysarthria Teaching Guidelines Be sure you have the patient's attention. Establish a consistent communication system ‘Teach patient to point to certain objects for common needs. Use simple sentences, speaking slowly. Avoid jumping between topics. ‘Teach patient to exaggerate expressions to improve communication. ‘Support speech therapy programs Use communication boards. Reduce environmental distractions. Pay attention to patient. Let patient know when understanding is difficult and which part of the message is not understood, Encourage client to speak slower and louder. Ask yesino questions or have patient write message when understanding is difficult. ‘Conduct teaching when patient is rested. © 0000000000000 Chronic Iliness Leading cause of death in US. © Permanent condition lasting three plus months, often a lifetime a NCTE ER ET TO A AR,Health Education Module #13 Student Activity Sheet Class number: Section: Schedule: Date: 000000 May cause a disability but is not a disability itself Affects every aspect of life—physical, social, psychological, economic, and spiritual ‘Successful management is a life-long process. Development of good learning skills is matter of survival ‘The learning process must begin with ilness onset ‘There is often a confit between feelings of dependence and the need for independence. Chronic Iliness: Problem Areas for Patients and Families 0000000 Prevention of medical crises and management of problems once they occur Control of symptoms, Carrying out prescribed regimens Prevention of or living with social isolation Adjustment to disease changes Keeping interactions with others normal and maintaining one's lifestyle Funding Confronting related psychological, marital, and family problems ‘The Family's Role in Chronic Illness or Disability ° eo000 Families are usually the care providers and support system. ‘Their reactions and perceptions influence adjustment. Note what learning needs the family considers important ‘Communication between family members is key. Consider family strategies for coping. Denial may be present. Assistive Technologies Lomputers and communication devices) available to persons with disabilities to live more Technological tools (ct independently Provide access to education, employment, recreation, communication Impact 2 Has liberated people with disabilities from social isolation and feelings of helplessness © Increases feelings of self-worth, independence © Useful too! for health promotion Advocacy role of nurses ©. Recommend that cients use computer technology S Assist in obtaining appropriate equipment and training, possibly with multicisciplinary team State of the Evidence Growing awareness of rising costs of healthcare © Rising cost of managing long-term health problems © Debate over responsibilty for cost of care Need for health education is at al-time high. Healthy People 2020 spot ights reducing risk factors for chronic illness and disability. 6 of 10 This document is the property of PHINMA EDUCATION 135Health Education, eS PHINMA EDUCATION Module #13 Student Activity Sheet Class number: ae Names Cate: Section: Schedule: CHECK FOR UNDERSTANDING quiz. 1 point will be given to every coreg, fed as your ‘You will answer and rationalize this by yourself, This will be record! ‘answer and another 1 point for correct rationalization. MULTIPLE CHOICE lity is: 1. A very important too! to consider as a key in the famiy’s role during chronic Illness or disability ‘. Communication >. Honesty ©. Empathy 4. Guidance RATIO: _ In the family’s role during chronic liness or disability, families are usually considered as main care providers and 2 support system, a True b. False Maybe d. ABB only RATIO: 7 _ 3. Chronic tliness is the Leading cause of death in U.S, True False Maybe A&B only pecs RATIO: 4. All ofthe following is true regarding the Chronic liness, except: @. Successful management isa life-long process, ©. Development of good learning skill is matter of survival. ©. The learning process must begin with illness onset, d. Allofthe above €. None of the above RATIO: ee 5. The lasing we coraired 3S most common residual communication deficits, except b. Expressive aphasia . Deceptive aphasia 4, Anomic aphasia RATIO. This document is the property of PHINMA EDUCATION 7of10 vsPHINMA EDUCATION Health Education Module #13 Student Activity Sheet Class number: Name; Section: Schedule: Date: 6. Asevere chronic state that is present before 22 years of age, is caused by mental and/or physical impairment, and is likely to continue indefinitely a. Assistive Technologies b. Memory Disorders c. Developmental Disabilities d. Communication Disorders RATIO; 7. Falls are considered as the leading cause of physical disablites: ‘a. Maybe b. Tue c. False d. Aonly RATIO. 8, Treatments for traumatic brain injury includes the following (SATA): ‘a. Acute care b. Acute rehabilitation ¢. Long-term rehabilitation d. Uttimate goal of independent living RATIO: sider the following guidelines, except 9. Incaring for those clients with sensory deficits / visual impairments, we Con (SATAY a. Use nonverbal cues b._ Braille keyboards, displays, and printers c. Avoid the tendency to shout d._ Use proper lighting RATIO:> Health Education PHINMA EDUCATION, Module #14 Student Activity Shee, Class number: Name: Date: Section; Schedule: Se Lesson title: Behavioral Objectives and Teaching Plans (Part v Learning Targets: Materials: Book, pen and notebook At the end of the module, students will be able to: 1. Identify the types of objectives; 2. Discuss the characteristics of goals and objectives; References: 3. Explain the importance of using behavioral objectives; Bastable, S. B. (2019). Nurse as Educator: 4 Develop competencies in writing behavioral objectives and ee ee ing for ‘goals: and, Nursing Practice. Jones & Bartlett 5. Identify common mistakes when writing objectives. teaming See A. LESSON PREVIEW/REVIEW ‘The instructor will ask questions to which students can respond by raising their hands. Then he/she will explain the feaming targets and plan for the day. ‘TURN AND TALK 1. The instructor will fash on the screen the following questions during the previous lesson: (1) What are the Family's Role in Chronic illness or Disability 2 The instructor wll give the students time to ciscuss between themselves the answers to the question. 3. After completing the task, the instructor wil call 3-5 pairs to share their answersiideas to the class, B, MAIN LESSON The students will study and read their book about this lesson (Chapter 10 of the book) Definitions of Terms Goal: the final outcome to be achieved at the end of the teaching and leaming process Oblective: 2 specific, single, concrete, one-dimensional behavior that should be achieved at the end of one ora few teaching sessions Subobjectives: specific statements that reflect aspects of a main objective Goals and Objectives Both goals and objectives are needed in order to accomplish something. 2 Objectives must be achieved before goal can be reached. © Objectives must be observable, measurable, © Objectives must be consistent with, related to the goal Goals and Objectives: Establishment © Must be a mutual decision between the teacher and the learner 2 Both parties must participate in the decision-making process and “buy into the immediate objectives and ultimate goals. 2 Blending what the learner wants to leam and what the teacher has assessed the learner needs to know provide for a mutually accountable, respectful, and fulfilling educational experience. This document is the property of PHINMA EDUCATION 10f6PHINMA EDUCATION ATA Health Education Module #14 Student Activity Sheet yep Nam Class number: section: _ Schedule: pate: Must be clearly written, realistic, leamer centered Must be directed to what learner is expected to be able to do importance of Using Behavioral Objectives Keeps teaching leamer-centered Communicates plan to others Helps learners stay on track Organizes educational approach Ensures that process is deliberate Tailors teaching to leamer's needs Creates guides for teacher evaluation Focuses attention on learner Orients teacher and learner to outcomes Helps leaner visualize skills ‘Other advantages to writing clear objectives >. Provides basis for selection or design of instructional content, methods, and materials Provides learner with ways to organize efforts to reach their goals Helps determine whether an objective has been met helt Writing Behavioral Objectives and Goals Three important characteristics: Performance: describes what the leamer is expected to be able to do fon. describes the situation under which the expected behavior will be observed jon. describes how well or with what accuracy the learner must be able to perform to be competent Writing Behavioral Objectives and Goals: The ABCD Rule o A-Audience (who) ‘BBehavior (what) Condition (under which circumstances) D—Degree (now well, to what extent, within what time frame) Writing Behavioral Objectives and Goals: The Four-Part Method 1. Identify the circumstance or testing situation (condition) 2. Identify who the learner is (audience). 3. State what the leamer will perform (behavior), 4. State what the criterion reflecting quality or quantity of mastery is (degree) ‘Common Mistakes When Writing Objectives Descriving what the instructor will do rather than what the learner will do Including multiple behaviors per objective Forgetting to include all four components of condition, performance, criterion, and who the leamer = Using terms for performance that have many interpretations, are not action-oriented, and are cificult fo measure Writing an unattainable, unrealistic objective 2 Whiting objectives unrelated to stated goal 2 Cluttering an objective with unnecessary information 2 Making an objective too general so that the outcome is not clear © Whiting SMART objectives ‘Specific about what is to be achieved ‘Measurable by quantifying or qualifying objectives ee —— rl Ocument is the property of PHINMA EDUCATION amsPHINMA EDUCATION Health Education Module #14 Student Activity Sheet Name: Class number: Section: Schedule: Date: © Achievable, attainable objectives © Realistic by considering available resources © Timely by stating when the objectives will be achieved (CHECK FOR UNDERSTANDING ‘You will answer and rationalize this by yourself. This will be recorded as your quiz. 1 point willbe given to every carrect answer and another 1 point for correct rationalization, Multiple Choice 1. Inwiting behavioral objectives and goals, three important characteristics are considered, namely: a. Performance, Persistence, Goal setting b. Performance, Condition, Criterion ¢. Performance, Condition, Goal setting 4. Performance, Persistence, Condition RATIO. 2. tis known as the final outcome to be achieved at the end a. Objective b. SMART Goal d. Subobjectives Of the teaching and learning process RATIO, 3. This is a specific, single, concrete, one-dimensional behavior that should be achieved at the end of one or a few teaching sessions. a, Objective b. SMART ©. Goal 4. Subobjectives RATIO: 4, These are specific statements that reflect aspects of a main objective a. Objective b. SMART ©. Goal 6. Subobjectives RATIO. This document is the property of PHINMA EDUCATION 30f6 mterecneeeonee! Health Education Module #14 Student Activity Sheet Name: Class number eee section: Schedule: Date: 5. Inthe writing of behavioral objectives and goals, the ABCD Rule is applied by which letter A stands for: a. Audience b. Audible ©. Audition 4. Ambience RATIO: 6, The above mentioned ABCD Rule is applied by which letter B stands for: a. Belching b. Behavior ©. Bonding d. Benevolence RATIO: 7. Inthe ABCD Rule, letter C would mean: a. Consequence b. Condition c. Circumstance G. Convalescence RATIO! Regarding goals and objectives, both of these are needed in order to accomplish something a. True b. False c. Not sure . Nay RATION_ We consider the following factors in making goals and objectives (SATA) Objectives must be achieved before goal can be reached Objectives must be observable, measurable. Objectives must be consistent with, related to the goal Objectives must be with considerations, related to clients ideas RATIO:_ eege 10. InWritng SMART objectives we follow these guide (SATA). Specific about what is to be achieved ‘Measurable by quantifying or qualifying objectives Achievable, attainable objectives Realistic by considering available resources Limely by stating when the objectives will be achieved RATIO. ae ua This documentis the Property of PHINMA EDUCATIONHealth Education BB :sssaeoucaron Module #15 Student Activity Sheet Class number: ___ ae Name: Date: Schedule: Section: — ‘Lesson title: Behavioral Objectives and Teaching Plans (Part 4 Learning Targets: Materials: Book, pen and notebook At the end of the module, students will be able to: References: 1. Discuss taxonomy of objectives; 2. Develop competencies in making teaching plan; Bastable, S. B. (2019). Nurse as Educator: 3. Explain the use of learning contracts; Principles of Teaching and Learning for 4, Discuss the concept of leaming curve; and, Nursing Practice. Jones & Bartlett Leaming. 5. Explain the state of evidence, SS ‘A. LESSON PREVIEWIREVIEW The instructor will start with a prayer and check the attendance of the students before the start of the class.He/she will then instruet the students to get % sheet of paper and will prepare for a short activity. THINK-SHARE: 1. Ona piece of paper, the instructor will ask the students to write at least 3 Common Mistakes When Writing Objectives. 2. Once the students have completed the activity, they will discuss their answers to their partners. 3. The instructor will then call 3 to 5 pairs to share their answers to the class. B. MAIN LESSON ‘The students will study and read their book about this lesson (Chapter 10) Taxonomy of Objectives According to Learning Domains Behavior is defined according to type (domain category) and level of complexity (simple to complex). Three Types of Learning Domains (interdependent) 1. Cognitive—the “thinking” domain 2. Affective—tne “feeling” domain 3. Psychomotor—the “doing/skills” domain ‘Complexity of Domain Levels Hierarchy from low (most simple), to medium (moderately difficult), and to high (most complex) levels of behavior Cognitive Levels Knowledge ———» Evaluation Affective Levels Listening = — “> Displaying commitment and willingness to revise judgment Psychomotor Perception —————>_Ongination_ Health Education 2 PIINMA EDUCATION Module #15 Student Activity Sheet Class number: _ Name: Date: section: Schedule: 's Taxonomy . . rx has been applied by Se eget cctv Fars koun toss Tory. amend generations of K-12 teachers and college instructors in their teaching rewor ies: Knowledge, Comprehension, The framework elaborate by Bloom and his cllaborators consisted o ix malor categorie: Krowledge. Covrerarron Applicaton, Analysis, Synthesis, and Evaivation. The categories after Knowledge wore presented as Sills nd apities wih the understanding that knowledge was the necessary precondition for putting Bloom's Taxonomy rasan eames ae Justify a stand or decision \Valuate — ares. weve. ceronjage sete. support vue citqze, weigh Draw connections among ideas ereniate, cxganke, rele, compare contrast aistingulsh examine, analyze pediment, een. text Use information in new situations ‘execute. implement save use, demonstrate, interpret, operate, ‘Sceauie skeen Explain ideas or concepts, assy describe clscus, expat entity tate recognie, report, select, wansiate ‘Recall tacts and basic concepts defo, dapat is. mene, ep ite apply understand ember Teaching Guidelines: Cognitive Domain Learning involves acquisiton of information based on the learners intellectual abilities, mental capacties, understanding, and thinking processes. Six evels of objectives Metnods most often used to stimulate learning in the cognitive domain include: 1. Lecture 2. Group discussion 3. One-to-one instruction 4 Self instruction (@.9., computer-assisted) ogntve domain learning isthe traditional focus of most teaching, Cegritwe knowledge is an essential prerequisite for leaming affective and psychomotor skis Teaching Guidelines: Affective Domain © eng fvelves an increasing interalzation or commitment to feelings expressed as ematons, interests, beliefs, atttudes, values, and appreciations 7 te This document is the property of PHINMA EDUCATION PaPHINMA EDUCATION Health Education SRR EDUCATION Module #15 Student Activity Sheet Name Class number: Section: Schedule: Datel © Affective learning involves the degree of a person's depth of emotional responses. © Methods most often used: ‘© Group discussion © Role-playing © Role-modeling © Questioning © Methods (cont'd) © Simulation © Gaming © Case studies © Three domain levels, five objective categories © Nurse educators are encouraged to attend to the needs of the whole person by recognizing that learning is subjective and value driven. © More teaching time needs to focus on learner feelings, emotions, attitudes. Teaching Guidelines: Psychomotor Domain © Leaming involves acquiring fine and gross motor abilities with increasing complexity of neuromuscular ‘coordination. ‘o Must integrate cognitive and affective skills © Seven objective categories, five learning levels © Methods most often used: ‘© Demonstration and instructional materials, ‘© Return demonstration © Simulation o Self-instruction © Psychomotor skill development is very egocentric and requires learner concentration. ‘© Asking questions that demand a cognitive or affective response during psychomotor learning interferes with psychomotor performance. © The abilty to perform a skill is not equivalent to learning a skill. © Repetition leads to behavior perfection and reinforcement, Factors Influencing Psychomotor Skill Acquisition Readiness to learn Past experience Health status Environmental stimuli Anxiety level Developmental stage Practice session length Noepenn Psychomotor Skills Practice © Motor skills should be practiced first in the laboratory (safe and nonthreatening), © Mental imaging (mental practice) is a helpful alternative. © Feedback given to leamers © Intrinsic (within the learner) © Augmented (external to learner) © _Immediacy of feedback plus performance checklists can serve as guides Mistakes are expected. A This document is the property of PHINMA EDUCATION 3ofT asHealth Education Module #15 Student Activity Sheet Class number: Name: Date: Section: Schedule: Development of Teaching Plans © Teaching plan: blueprint to achieve goals and objectives ‘© Indicates purpose, content, methods, tools, timing, evaluatio © Mutually agreed upon goals and objectives ciarfy what the learner is ‘© Reasons teaching plans are created © Ensures @ logical approach to teaching and keeps instruction on target © Communicates in wrting an action plan forthe leamer. teacher, and other ovigers © Serves as a legal document that indicates a plan is in place and the implementation n of instruction to lear and what the teacher is to teach. Basic Elements of a Teaching Plan 1. Purpose 2. Goal statement 3. Objectives list 4, Content outine 5. Methods of teaching 6. Time allotment 7. Resources for instruction 8. Leaming evaluation methods Judgir ing a Teaching Plan Internal consistency exists when you can answer “yes' to the following questions’ © Does the plan facilitate a relationship between its parts? © Are all eight elements of the plan related to one another? Use of Learning Contracts © Leaming Contract: a written (formal) or verbal (informal) agreement between the teacher and the learner that ‘specifies teaching and learning activities that are to occur within a certain time frame © Purpose of a Learning Contract © To encourage learner's active participation at all stages of the teaching-learning process © To improve teacher-ciient communication © Leaming contracts: © Are an increasingly popular approach to teaching and learning © Include a reward for upholding the terms of the contract © Serve as an alternative and innovative technique of presenting information to the learner © Shift the control and emphasis to learner centered ‘Components of the Learning Contract 1. Content—specifies precise behavioral objectives 2. Performance expectations—specity conditions by which leaming willbe facilitated 3. Evaluation—specifies criteria by which competencies will be judged 4. Time frame—specifies length of ime needed for successful achievement of objectives The Concept of Learning Curve Denton: @ graphic depiction of changes in psychomotor performance at different stages of practice during @ specified time period Six stages of the theoretical learning curve The iregulanity of individual learning curves ——$—$LLL LT 4of7 » This document is the property of PHINMA EDUCATIONPHINMA EDUCATION Health Education Module #15 Student Activity Sheet Class number: Date: Section: Schedule: State of the Evidence ‘9 Educational iterature has plenty of evidence establishing the value and utity of behavioral objectives. Taxonomic hierarchy for categorizing behaviors has also been established 2 Body of evidence on teaching plans is available. ‘2 Educational literature has new research on learning contracts, psychomotor skill acquisition, learning curve concept. CHECK FOR UNDERSTANDING ‘You will answer and rationalize this by yourself. This will be recorded as your quiz. 1 point will be given to every carrect answer and another 1 point for correct rationalization Multiple Choice 41. Which Jearning domain involves acquiring fine and gross motor abilties with increasing complexity of neuromuscular coordination A. Cognitive Domain B. Affective Domain C. Psychomotor Domain RATIO. = 2. Which learning domain involves acquisition of information based on the leamer's intellectual abilities, mental capacities, understanding, and thinking processes. ‘A, Cognitive Domain B. Affective Domain C. Psychomotor Domain RATIO: 3. Which learning domain involves an increasing intemalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, and appreciations. A. Cognitive Domain B. Affective Domain CC. Psychomotor Domain RATION 4. A wntten (formal) or verbal (informal) agreement between the teacher and the leamer that specifies teaching and learning activities that are to accur within a certain time frame. A Teaching Pian B. Learning Contract ©. Learning Curve RATION a _Health Education Module #15 Student Activity Sheet Name: Class number: Section: ‘Schedule: Date: 5. blueprint o achieve goals and objectves whch indicates purpose, content, methods, tools, timing, evaluation of instruction; A. Teaching Plan B. Learning Contract C. Learning Curve RATION C, LESSON WRAP-UP Wrapping Up-Student Reflection 4. Each student will write some key things they were able to get from the day's session. 2. The instructor should encourage each student to share their ideas and discuss them, 3. atter completion of the activity, the instructor will randomly cal to share their inputs in the class. END NOTE: You wil be informed of the next topic, Teaching Methods and Settings.