PSTML 211_P2_Introduction to TeachingCOURSE
OAt the end of the course, the students must be
able to:
§CO1: Understanding the mission, vision of the
institution, and appreciation of Principles and
Strategies of Teaching Health Education in
relation to one’s program.
§CO2: Explain teaching/learning process and relate
the learning experiences in the practice of the
profession.
§CO3: Internalize the values in different roles and
apply the principles, methods and strategies in
different settings.
§CO4: Recognize the values of Traditional Teaching,
Activity-based Teaching, Distance Learning and
Teaching Psychomotor Skills
§CO5: Assess critical thinking and clinical laboratory
teaching
INTRODUCTION TO TEACHING
LESSON 1
UNIT EXPECTED OUTCOMES:
At the end of this unit, the student is able to:
1. Compare the teaching process to the learning
process.
2. Recognize the role of health professionals as
educator in health promotion.
3. Explain the principles affecting the learning process.
4. Discuss the general principles applicable to
instructional media.
5. Explain the concept of health education
TEACHING & LEARNING PROCESS
Principle - origin fundamental :
latin:princeps=beginning and end of all things .
Principle: chief guide that makes learning
productive, through this we express fundamental
loss a; in general principle means any general truth
or guiding norm by which a process is being carried
on.
Teaching - associated with engagement w/
learners.If we engage teaching will transpire. Series
of instruction which makes students involve w/active
instruction of
knowledge/directions/process/concepts how things
are done.
Principles of teaching - how we are able to
understand the origin of things,how we
process/understand/evaluate information in the form
of instructions or task fr. one situation to another,
Learning-breakthrough of potential, acquisition of
skills
TEACHING defined…
Refers to the process of imparting knowledge
and skills from a teacher to a learner. It
encompasses the activities of educating or
instructing. It is an act or experience that has a
formative effect on the mind, character or
physical ability of an individual.
A working definition of teaching is undertaking
certain ethical tasks or activities the intention
of which is to induce learning. (from B. O.
Smith’s “Definitions of Teaching”)
it is a deliberate intervention that involves
planning and implementation of instructional
activities and experiences to meet learner
outcomes according to a teaching plan
Clearly, not all learning is dependent on
teaching...However, all teaching
regardless of quality is predicated on
learning..- Brown,1993
LEARNING defined…
Process of gaining knowledge or skill by
studying, practicing, being taught, or
experiencing something. (Merriam-Webster
Dictionary)
“a persisting change in human performance or
performance potential . . . (brought) about as a
result of the learner’s interaction with the
environment” (Driscoll, 1994)
“the relatively permanent change in a person’s
knowledge or behavior due to experience”
(Mayer, 1982)
an enduring change in behavior, or in the
capacity to behave in a given fashion, which
results from practice or other forms of
experience” (Shuell, 1986)
LEARNING THEORIES
- Describes how students perceive,process
and retain knowledge during learning.
Diff learning theories as follow:
Classical Conditioning (Pavlovian conditioning
or respondent conditioning) discovered by russian
physiologist : Ivan Pavlov
- Happens unconsciously through
association, behavior learned by repetitive
association w/ response and stimulus.
- Ex. paper bag and pasalubong. The
stimulus is paper bag , the response is the
excitement because of the papaer bag
w/pasalubong.
is a reflexive or automatic type of learning in
which a stimulus acquires the capacity to evoke a
response that was originally evoked by another
stimulus.
Operant Conditioning (Instrumental
conditioning) by Burrhus Frederic Skinner
Described as a process that attempts to
modify behavior through the use of positive and
negative reinforcement [rewards/punishment].
Through operant conditioning, an individual
makes an association between a particular
behavior and a consequence.
- Behavior w/rewards are reipted if u are
punished u will not do it again.
- Aim: changes in individual's observable
behavior
- *Classical and operant both works
through association while in social
conditioning talks about the manners or
nakadepende sa tingin or GINAGAWA
ng nakararami*
Social Conditioning (Observational
conditioning)
A type of learning that occurs when a
behavior is observed and subsequently
mimicked.
- How an individual is conditioned in
MANNER or how we perceive and execute
things. Society expects this MANNER to
be normal or simply the normal ways in
which we execute things.
- Ex. stereotyping of individuals/groups.
- Begins as baby then grows as
adolescence.
- Agents of social condt: parents, popular
culture,church,peers,teachers etc.
- Can be very dangerous cuz children are
FORCED to adapt things at a young age
where these beliefs have no basis in
reality.In this theory, people can learn new
information and behaviors by watching
other people. May lead to ineffective
behaviors
- Ex: sales of diet programs: pills,steroids
etc. cuz it is socially acceptable that being
thin is good health.
THE “HOWs” OF TEACHING
A. Strategies
B. Approach
C. Technique
D. Method
STRATEGY
- Carefully made plan to achieve a goal
- A tool that is used to accomplish a task.
Is the art and science of directing and controlling
the movements and activities of the army. If
strategy is good, we can get victory over our
enemies. In teaching this term is meant those
procedures by which objectives of teaching
are realized in the class.=strategy
§Teaching strategy is a generalized plan for a
lesson which includes structure, instructional
objectives and an outline of planned tactics,
necessary to implement the strategies
Aim: to accomplish a task out of a carefully
made plan.
The strategy changes based on the situation: ex.
Age grp, common interest and kakayanan ng
students. It involves a variety scope of
understanding.
§Strategy can be summarized as
§Teaching is the generalized plan of the whole
lesson plan.
§In strategy of teaching, realization of
objectives is given more importance than
presentation of lesson.
§A strategy does not follow a single track all the
time, but it changes according to the demands of
the situations such as age, level, needs, interests
and abilities of the students. Thus strategy is
more comprehensive than method.
§It is directional in nature means we expect result
from that. . It refers to goal directed activities of
the teachers. Thus, it is more close to science
than arts.
8 TEACHING STRATEGIES
ØBrainstorming!!!- grp problem solving
techniqueis a large or small group activity that
encourages students to focus on a topic and
contribute to the free flow of ideas.
Ø Case studies- interactive teaching method.
are effective ways to get students to practically
apply their skills, and their understanding of
learned facts, to a real-world situation. They are
particularly useful where situations are complex
and solutions are uncertain.
Ø Debates- structured way of exploring the range
of views on an issue. It consists of a structured
contest of argumentation, in which two opposing
individuals or teams defend and attack a given
proposition.
Ø Discussion-**most frequently used teaching
method/strategy** Discussion lets class
members work actively with the ideas and the
concepts being pursued, and discussion sessions
can be an extremely effective in changing
behaviour or attitudes. Consequently, teachers
use them frequently in instructional
situations***
-constructive process:listening,thinking,speaking
of students
ØThe flipped classroom-
Heavily dependent on technology. Access to
texch are responsibility of educators.students
complete learning normally covered in the
classroom in their own time (by watching videos
and/or accessing resources), and classroom time
is dedicated to hands-on activities and interactive,
personalized learning, leading to deeper
understanding. Students use class time to apply
the theory and concepts discussed in the videos,
and to utilize techniques including group problem-
solving and team building games, simulations,
case study reviews, and group discussions.
Ø Groupwork or cooperative learning- is a
method of instruction that gets students to work
together in groups.
Ø Questioning- used to achieve well defined
goalsThe art of asking questions is at the heart of
effective communication and information
exchange, which underpins good teaching. If you
use questioning well, you can improve the student
learning experience in a whole range of Teaching
Settings.
- Can be open or closed qs. Close = 1 clear
answer[used to check understanding in
 recap/understsanging], Open = higher
understanding
Ø Simulations- roleplaying:represents reality
as students interact.are instructional scenarios
where the learner is placed in a "world" defined by
the teacher. They represent a reality within which
students interact. The teacher controls the
parameters of this "world" and uses it to achieve
the desired instructional results. Students
experience the reality of the scenario and gather
meaning from it.
STRATEGY more science than art, has
systematic approach under this the ff falls [3]:
Technique- how to do something. Ex.Life hacks ,
how to make things easier
Method- definite pattern.More structured/
organized.You can’t change this, kung ano nasa
instruction yun na yun.
Approach- general term that encomplaces
planning on each kind of method. is used to
execute a plan/ procedure
APPROACH
-spark learner’s interest to make them engage
in certain topics. The end product is ALWAYS
new Knowledge when it comes to learning.
Modality or manner of teaching, varies from
knowledge of learners as well as the teacher.
Modality: lecture, tutorisal, skill dev. Etc
Comprehension of learners: depends on their
open mindedness, necessities,grit, how they
process things.
§Ways in which you try to engage students with
the subject matter (provide students with basic
facts, relate new knowledge to what students
already know, build in interaction, be passionate,
be enthusiastic)
§The ways in which you support your
students (encourage questions, set formative
assessments, provide constructive feedback).
A description of your approach to teaching
includes:
§The mode or manner of teaching (lecture,
tutorial, bedside teaching, laboratory work);
§Some understanding of how people learn
(learning theory);
§Some understanding of how to facilitate learning
(qualities of the teacher such as passion,
principles for good teaching practice such as
providing timely and constructive feedback,
putting educational theory into practice).
TYPES OF TEACHING APPROACH ACCRD to
the role of teacher.
Approach = in general: technique method and
approach fall under this category.Gives smaller
picture to pinpoint what method must be used.
Ex: should we just use a technique? Or does a
method is needed? So yung combination ng
method and technique yun yung approach
nagagamitin mo.
ØThe executive approach- views the teacher as
manager of complex classroom processes, a
person charged with bringing about certain
outcomes with students through using the best
skills and techniques available.
-teacher is the leader, has structured
curriculum, has SPECIFIC teaching method.
Has test/exams to assess learning results,
*Time is a great factor* in an executive approach
because they should adhere to a strict schedule.
-EMPHASIS on curriculum
Ø The facilitator approach- it places a high
value on what students bring to the classroom
setting, it places considerable emphasis on
making use of students’ prior experience.
-EMPHASIS ON student.What type of teaching
methoid suites a student. Students choose what
they want.Students develop more traits. BUT
DAUNTING ON TEACHER.
Goal to attain greatest self worth
Ø The liberationist approach- is rooted in
notions of liberal education, wherein the goal is
to liberate the mind to wonder, to know and
understand, to imagine and create, using the full
intellectual inheritance of civilized life.
-Teacher are the ones to open minds of learner.
Human based knowing.
EMPHASIS free the mind to understand and
create a civilized life. Students are characterized
to be sociable and technologically advanced and
culture.
Goal: civilized life.
§TEACHING APPROACHES accrd to nature of
learning
Ø Discovery Learning
-recent, how studnets
- Inquiry based learning, constructivist
based. Occurs when a student is not
provided with exact answer.The students
discover the answer themselves
-takes place in problem solving situations where
the learner draws on his own experience and prior
knowledge and is a method of instruction through
which students interact with their environment by
exploring and manipulating objects, wrestling with
questions and controversies, or performing
experiments.
DISCOVERY
- refers to various instructional design
models that engage students in learning
through discovery.
Usually the pedagogical aims are
threefold:
(1)Promote "deep" learning,
(2) Promote meta-cognitive skills (develop
problem-solving skills, creativity, etc.),- identifying
one's own learning style,planning task, sechdule,
evaluate task, success
(3) Promote student engagement.
An approach, which capitalizes on the child’s
natural curiosity and urge to explore the
environment.
The child learns by personal experience and
experiment and this is thought to make memory
more vivid and help in the transfer of knowledge
to new situations.
Ø Conceptual teaching
Conceptual learning-Latest educational
approach Utilize what is more
important.empowered to utilize what they have
-Involves the learning of specific concepts, the
nature of concepts, and the development of
logical reasoning & critical thinking.
- The content of certain disciplines is given
importance. Through data collection
associated w/research.
§Choosing and defining the content of a certain
discipline to be taught through the use of or
pervasive ideas as against the traditional practice
of determining content by isolated topics.
§NOT a particular teaching method with
specific steps to follow; it is more of a viewpoint
of how facts and topics under a discipline should
be dealt with.
§involves more data collection usually through
research while the discovery approach actively
involves students to undertake experimental
and investigative work.
CONCEPTUAL - choosing and defining the
content of a certain discipline to be taught through
the use of or pervasive ideas as against the
traditional practice of determining content by
isolated topics
Ø Process writing
-process writing break task to smaller
components
Students learn that writing does not just happen, it
is planned and evolves
STEPS in writing: both phases are important and
are interdependent to each other.
-pre writing phase:ideas prior to writing,
-writing phase: turns the organized ideas to a
written materisl
- treats all writing as a creative act which requires
time and positive feedback to be done well. In
process writing, the teacher moves away from
being someone who sets students a writing topic
and receives the finished product for correction
without any intervention in the writing process
itself.
§An approach which provides students with an
abundance of projects, activities, and
instructional designs that allow them to make
decisions and solve problems.
§Through this approach students get a sense that
learning is much more than the commission of
facts to memory. Rather, it is what children do
with that knowledge that determines its
impact on their attitudes and aptitudes.
PROCESS
- fixed/ordered series of action leading to
a results.RESULTS ARE EXPECTED
Ø Unified Teaching - there is a collaboration bet.
Teachers and students.Has extreme flexibility.
-This approach lends itself smoothly to a unified
teaching-learning concept of education. The
information handler, being a teacher, a
student, or another educational environment,
is at the center of this educational model. The
main inherent characteristics of this model are
extreme flexibility, integration, ease of
interaction, and being evolutional.
UNIFIED
-breakdown ideas,classify concepts,specify
knowledge to tidbits of information.
Unified Teaching
§It is based on a breakdown of knowledge to
integrated modules of information. The basic level
of breakdown is to be used in education to
buildup concepts, while the higher ones are to be
used to buildup complex concepts of knowledge,
including those of experts. Key to the success of
this breakdown is the relational integration of the
information leading to the concept under
consideration.
APPROACH ACCORDING TO TEACHER-
LEARNER INTERACTION
METHOD
§Method of teaching is directly related to the
presentation of the lesson. Which a teacher
should use, depends on the nature of the subject,
and the tact of the teacher .
FOUR METHODS OF PRESENTING THE SUBJECT
MATTER.
1. TELLING METHOD; Lecture method,
Discussion method, Story telling method and so
on.
2 .DOING METHOD; Project method, Problem
solving method, Textbook method and so on.
3 .VISUAL METHOD; Demonstration method,
Supervised study method and so on.
4 .MENTAL METHOD; Inductive, Deductive,
Analysis, Synthesis method etc.
§TECHNIQUES
§It is a procedure by which new knowledge fixed
in the minds of students permanently. For this
purpose, a teacher does extra activities in the
class.
§These activities help the teacher to take shift
from one strategy to another. Thus, teaching
tactics are that behavior of the teacher which he
manifests in the class i.e., the developments of
the teaching strategies , giving proper stimulus for
timely responses, drilling the learn responses ,
increasing the responses by extra activities and
so on.
§INSTRUCTIONAL MEDIA
§Instructional media encompasses all the
materials and physical means an instructor might
use to implement instruction and facilitate
students' achievement of instructional objectives
§may include traditional materials such as
chalkboards, handouts, charts, slides, overheads,
real objects, and videotape or film, as well newer
materials and methods such as computers,
DVDs, CD-ROMs, the Internet, and interactive
video conferencing.
-modes of communication where teaching takes
place.
Why we use instructional media? To help connect
...help in retention of knowledge.
Among the implicit goals that media can help
achieve are the following:
1. Attracting attention
2. Developing interest
3. Adjusting the learning
4. Promoting acceptance of the idea
§Instructional Media
§Instructional media helps students visualize a
lesson and transform abstract concepts into
concrete, easier to remember concepts.
§Media is an excellent way to pose assessment
questions for the class to answer or give students
task to complete.
§Types of Instructional Media
Projected Media
Non-Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media
§Projected Media
§Instructional materials that require projection and
electricity in their using process.• Slides,
filmstrips, and overheads.
§Use to: Allow all students to view the same
material at the same time. Offer the students
other perspectives on the material.
§Non-Projected Media
§Instructional materials that do not require the
process of projection before its operation can take
place. Photographs, diagrams, and displays
§Use to: Illustrate concepts ,Enhance direct
instruction ,Encourage students to look at data in
diverse ways
§Audio Media
§Cassettes and compact discs
§Use to: Allow students to hear other
languages/dialects ,Allow auditory learners to
review the lessons ,Encourage creativity through
music.
§Motion Media
§Videos, computer mediated instruction, and
television
§Use to: Offer supplemental instruction,
Experience concepts in a manner that is not
available in “real life”.
§Hyper Media
§Computer networks, software, and the Internet
§ Use to: Offer resources beyond the library,
Develop computer and word processing
skills ,Offer interactive learning.
§Gaming Media
§Computer games
§Use to: Provide a playful environment for
learning, Structure learning through rules,
Motivating for tedious or repetitive content ,Uses
problem solving skills.
§HEALTH EDUCATION
§Health education is a social science that draws
from the biological, environmental, psychological,
physical and medical sciences to promote health
and prevent disease, disability and premature
death through education-driven voluntary
behavior change activities.
§Health education is the development of
individual, group, institutional, community and
systemic strategies to improve health knowledge,
attitudes, skills and behavior.
§Simply, it is the profession of educating people
about health for attainment of positive health.
-MAIN POINT: draw knowledge from many diff
sources.This knowledge is used to promote public
health so health education positively influences
the health behaviors of the public.
§CONCEPT OF HEALTH EDUCATION
§Concept of Health:
-combination of any principles of learning
experiences for health promotion.
§The word health is derived from Hal, which
mean “ hale ( strong, healthy), sound ( body,
family and environment), whole.” Hahn and
Payne describe health in terms of six interacting
and dynamic dimensions- physical, emotional,
social, intellectual, spiritual and occupation.
Definition of health
§“Soundness of body or mind that condition in
which it is duly and efficiently discharged.”
(Oxford Dictionary)
§WHO has given a comprehensive definition of
health in its preamble to constitution in 1984.
According to WHO, “Health is a state of complete
mental,physical and social well being and not
merely just the absence of disease.”
Overall health- live a socially and economically
productive life
§AIMS OF HEALTH EDUCATION
1.Health promotion and disease prevention.
2.Early diagnosis and management.
3.Utilization of available health services.
§
§PRINCIPLES OF HEALTH EDUCATION
1.Credibility: message should be convey by the
trusting people
2.Interest: firstly we should find the need of the
community in-order to create interest
3.Participation: choice interest topic
4.Motivation: firstly convey the message in order
to change the behavior
5.Comprehension: firstly find the capacity of the
people which need the baseline data
6.Reinforcement: need repeat follow up
7.Learning by doing
8.Known to unknown: starts what knowledge they
have up to the knowledge they don't have
9.Setting an example
10.Good human relations: build rapporting to the
communities people
11.Feedback: should given to the community
what change occur, how many people developed
knowledge and many others.
12.leaders
 §NEED AND IMPORTANCE OF HEALTH
EDUCATION
§Inform people about health, illness, disability,
and ways in which they can improve and protect
their own health, including more efficient use of
the delivery system;
§Motivate people who want to change to more
healthy practices;
§Help them to learn the necessary skills to adopt
and maintain healthful practices and lifestyles;
§Foster teaching and communication skills in all
those engaged in educating consumers about
health;
§Advocate change in the environment that
facilitate healthful conditions and healthful
behavior; and
§Add to knowledge via research and evaluation
concerning the most effective ways of achieving
the above objectives.
PRINCIPLES AND STRATEGIES OF HEALTH
TEACHING IN MEDICAL LABORATORY SCIENCE
Good Teaching Practice: Roles and Function of a
Teacher
Teacher- facilitates learning
Roles of a Teacher
1.As a Manager
2.As a Counsellor
3.As a Motivator
4.As a Leader
5.As a Model
6.As a Public Relations Specialist
7.As a Parent-Surrogate
8.As a Facilitator
9.As an Instructor
As a Manager
- Showcase in classroom management which
can be a virtual or physical classroom set up.
- Through this it makes teaching and learning
acceptable through
- Teacher plans ahead, organizes procedures,
arrange environment,monitors progress of
students and anticipates future and possible
problems
- Teacher has to be precise and clear in the
instructions they give to students.
- Classroom management ensure effective
learning process
- Responsible for the effective management of
the class from start to finish
- Carries systematic activities throughout the day
- Expected to maintain order in the classroom
As a Counsellor
Teacher has the main responsibility and counselling
and orientation. Teacher has a vital role in shaping a
student's personality.Done by observing the
students.Helps studnet understand their inner self-
strengthen social relationship and maximize potential
and capabilities.
- Teachers are expected to respond
constructively when problems crop up
concerning student behaviour.
- Teachers provide guidance and assistance if
students experience problems.
As a Motivator
- Provide simulation to increase motivation.
- Motivation, inspiration,guidance are the guiding
force that makes teaching more effective
causing students to achieve goals.
- Motivation - goal directed behavior.
 - Reinforcement- rewards
- Students are motivated to be good listeners,
excellent and precise in understanding and ff,
instructions in a careful manner.
- Teachers encourage and motivates learners to
study well and behave properly in and outside
the classroom.
- Teacher is good at motivating learners to make
them listen, participate, and understand
instructions.
As a Leader
- Lead in the ay they act ,speak,behave, leads
students by making extracurricular activities
etc.
- Good leadership develops positive school
culture which is built from school events.
Endless social and academic opportunities are
opened for students, learning is made more
fun and achievable, more meaningful in the
holistic devlp of students
- Teacher directs, coaches, supports, and
delegates depending on the needs of the
situation
- To be a good leader, you must be a good
follower
5 leadership styles of a teacher
- Authoritative leadership - most
effective style of leadership. Used by
those gained higher degrees. USed by
those w/ notable experience to share.
GOAL DRIVEN
- Affiliative leadership-teachers
promote social factors.such as sense of
belonginess,trust,safter,openmindedne
ss. It is important in building
culture,shaping values,and
strengthening social factors. Helps
teacher and student to move same
direction. Qualities that promote
inclusivity, equity and culturally
responsive practices are developed as
product of collab of teacher and student
relationship *more on social factors to
unlike sa democratic
- Democratic leadership - helps build
and nurture partnership among the
stakeholders. Believes that
students.,parents and community have
a voice and they need to be heard. The
teachers are the first one to seek
feedback from the stakeholders. The
stakeholders are the
parents,students,community,administra
tors,family that has involvement to the
students. TEACHER GATHERS
FEEDBACK id there is schoolwide
changes or new policies
implementation. Decision making
responsibility w/stakehlders.
- Pacesetting leadership - focus on
practice of leading by example inside or
outside the classroom. ROLEMODELS.
Teacher aims to be the rolemodel.
- Coaching leadership - MENTORING.
Most time consuming leadership style,
Require much
empathy,understanding,consideration,p
atience on the leader’s part.
- -not just focused to mentor the student
but even colleagues as well
-
As a Model
- Someone we aspire to be like
- Shows students ideas in a peaceful way
- Rolemodel for telliung truth,respecting others,
earning returning trust, live a moral life
- Teacher should look his best all the time,
master his lessons, show interest in the
learner’s welfare, show his good behaviour,
and include good work and attitudes.
- Teacher should be fair in dealing with students
and exhibit good judgement when situation
calls for it.
As a Public Relations Specialist
- Teacher deals with people outside the school
with credibility.
- Teacher must have a good public relations to
make a good name for his school.
- Tecaher ctreate and maintain a public image
for theinstitution they represent which engages
the number of applicants.
- -helps institution to be well known and
enhance reputation,improve internal relation,
positive relation with community and alumni.
As a Parent-Surrogate
- In school, the teacher is the parent of the
learners.
- Adding to main functions of developing the
learners intellectually, the teacher is also
expected to train the learners socially and
emotionally and to look after their physical and
mental well-being.
- Teacher guarantees that the individual rights of
the learners in education and safety is
respected.
As a Facilitator
- Shifts from lecturer to the one who provided
resources, encourage students to solve
problems,teach students to manage their own
learning
- In facilitative learning- students become more
creative , confident, empowered
- The learners must be given the chance to
discuss things under the close supervision and
monitoring of the teacher.
- Teacher prepares guidelines which will serve
as the focus of discussion and activities.
As an Instructor
- Instruction - teaches a specific PRACTICAL
SKILL
- Teaching imparts knowledge , instructing
imparts skills.
- To make sure that student is competent on the
skill
- The main function of the teacher is instruction.
- Teachers make decisions as to what to teach,
what instructional materials to use what
method to employ in teaching a particular
content, and how best to evaluate the
intended learning.
HALLMARKS OF GOOD TEACHING
a. Professional competence
b. Interpersonal relationship
c. Teaching/ Evaluation practices
d. Availability to students
PROFESSIONAL COMPETENCE
-skills,knowledge,attributes specifically values by
bodies connected to your future career.
The teacher who enjoys teaching shows genuine
interest in patient, and displays confidence in his or
her professional abilities.
The teacher who is creative and stimulating and can
excite student’s interest and can demonstrate clinical
skills with expertise is also valued.
INTERPERSONAL RELATIONSHIPS WITH
STUDENTS
- General concept: inlovovles social
association,connection,affiliation bet two or
more ppl. OUR RELATIONSHIP w OTHER
PPL.
-As in all relationships, it is important that teachers
listen to learners and try to see the world through their
eyes
- First approach: Acknowledge concern of student
and respect it.Respect learners t care about their
concerns
- Second approach: Accept learners as they are,
whether or not you like them. Accept that learners as
unique individuals that has own flaws, own culture
etc.No bias ka dapat
- Third approach: Transparency. Honest
communication contributing to healthy relationships
with learners
- Fourth approach: The students identifies their
own priorities making them more confident. Clearly
identifying the learner’s responsibilities in the
learning process.
*time and patience is great factor in these approaches
INTERPERSONAL RELATIONSHIP
Expected skills to imparted by teacher to student:
This skill is demonstrated by:
1.taking interest in learners,
2.Being sensitive to their feelings and problems
3.Conveying respect for them
4.Alleviating their anxieties
5.Being accessible for conferences
6.Being fair
7.Permitting learners to express differing point of view
8.Creating an atmosphere in which they feel free to
ask questions
9.Conveying sense of warmth
TEACHING PRACTICES- either in classroom or
clinical settings.
Students' interests are sustained if they know that the
teacher has in-depth knowledge on the topic.
Teaching practices- defined as the mechanics,
methods, and skills in classroom and clinical teaching.
qStudents value a teacher who has a thorough
knowledge of the subject matter and can present
material in an interesting, clear and organized manner.
TEACHING/EVALUATION PRACTICES
-
Jacobson (1966): defined teaching practices as the
mechanics, methods and skills in classroom and
clinical teaching.
Teaching subject matter in a stimulating way and
inspiring learner interest hinge on several factors such
as:It is primarily dependent and influenced by:
Teacher’s style
Personality
Personal interest on the subject
Use of variety of teaching strategies
AVAILABILITY TO STUDENTS
Allied health science students expect the instructor to
be available to them when needed. This may take the
form of being there in the ff:
- stressful clinical situations
- physically helping students
- giving appropriate amounts of supervision
- freely answering questions and;
- acting as a resource person during clinical
learning experiences.
TEACHER/MEDICAL TECHNOLOGIST’S AND
ROLES IN GUIDANCE
guidance- range of activities to let learners identify
their capacities to align their life paths to
learning ,work ,career in the future.
The concept of guidance, which associated it with the
daily activity of the classroom teacher, gives a greater
responsibility to him. It means that the teacher who is
dealing with children should be given in-service
education for discharging his responsibilities in
personal, educational and vocational guidance.
make sure the young person has a voice in setting
learning targets
Definitions of Teaching
- Organized, purposeful, and deliberate efforts
designed to bring about certain desirable ends
in an individual.
- It is an action of a person imparting skill,
knowledge, or even a value to another.
 - It is an attempt to assist students in acquiring
or changing some skill, knowledge, ideal
attitude, or appreciation.
- Is a process or set of actions to induce learning
and eventually to succeed in learning.
Learning
- Defined as a change in behavior that
can be observed or measured and
occur anytime as a result of exposure
to a stimuli
- Acquisition of knowledge and skills
consciously such that behavior is
altered in some way
Barriers
Factors that impede the ability to deliver
educational services
Factors that negatively affect the ability of the
learner to pay attention and process
information
Professional Attributes- professional qualities of a
person in a certain field based on a standard of
behavior,do what the stakeholder expect on them.
Why we are hired in a copanye.
Dependability,workethics, willingness to learn etc.
- Attribute- qualities given to something
- A professional teacher perceives himself as
someone who can effect change or learning
because he is an expert in what he teaches
and in how he teaches.
- Teacher has the collection of best teaching
practices and can use these to instruct
students in classrooms and to work with
adults in school setting.
- Teacher has disposition and skills to approach
all aspects of his work in a reflective, collegial
and problem-solving manner.
- Teachers has a view of learning to teach as a
lifelong process and dispositions and skills for
working towards improving his own teaching as
well as improving schools.
“Once a teacher, forever a student”.
Personal Attributes - traits you naturally java that
make you unique and determine your effectiveness on
a specific job role. Our INNATE POSITIVE traits.
1.Passion - excerpt more effort to make student learn
and really guide them to discpline
-Passionate teachers exude spontaneity in ministering
to the needs of the students especially those
experiencing learning difficulties.
üIt drives them to care for their students corrected with
appropriate reformative action.
2. Humor - to cause amusement.one of the MOST
BELOVED quality of a person
- Teacher’s humor connects them with their
student like a magnet.
- They enjoy as a group, thus promote a spirit of
togetherness.
- A clean joke will always elicit rapport in a
learning environment.
3. Values and Attitude
- Values connotes standards, code of ethics and
strong beliefs
- Teachers are models of values
- Examples of values a teacher is expected are:
- open-mindedness
- fairness and impartiality
- sincerity and honesty
4. Patience
- It refers to teacher’s uncomplaining nature, self-
control and persistence.
- Teachers calmly endure their students’ limitations
and difficulties
5. Enthusiasm
- Refers to eagerness and excitement
- Enthusiastic teachers are full of energy and
dynamism where students look forward to any
activity they participate in with them.
- It is an irresistible feeling that intensifies the
student’s momentum to reach a desired goal.
6. Commitment
- A solemn promise to perform the duties and
responsibilities mandated by laws and code of
ethics of the profession.
- It is unwavering pledge to perform all teaching
and learning activities with consistency and
selflessness to the best interest of the students
under their care.
- Committed teachers are caring and dedicated
WAYS TO MOTIVATE LEARNERS
4 Factors that influence motivation of learners:
attention- directing attention to a stimuli
Relevance- involves making instruction applicable to
the present and future career opportunities, satisfy
psychological needs of students ,
confidence - help student believe that some level of
success is possible if effort is exerted
Satisfaction- attained by helping student feel good
about their accomplish and allow them to exert some
degree of control on the learning experience.
Use several senses
1. Actively involve the patients or clients in the
learning process
2. Provide an environment conductive in learning
 3. Assess the extent to which the learner is ready
to learn
4. Determine the perceived relevance of the
information
5. Repeat information
PSTMLS_P4_LEARNING THEORIES
Learning theory -describe how student ,
receive,process ,retain, knowledge during learning
- Are concepts and propositions that explain
why people learn and predict what
circumstances they will learn.
Concepts- general idea of something
- Propositions- Combination of all concepts that
is offered for acceptance or
adoption.Statement which people in general
can discuss if things are to be
considered/adopted etc.
3 Major Learning Theories
- Behaviorist Theories
- Cognitive Theories
- Social Learning Theories
6. Generalize information
7. Make learning a pleasant experience
8. Begin with what is known; move toward with
what is unknown
9. Present information at an appropriate rate
❖ BEHAVIORIST THEORIES/BEHAVIORAL
LEARNING THEORY/BEHAVIORISM
THEORY
- behaviors are learned from environment,
innate or inherited factors have very little influence
on behavior
- Earliest formal theories for learning, used for
children. All behaviors are learned through
interaction w/environment
- Focused on studying thoughts and feelings,
fears and phobia
- key to educators to understand and relate
how students react and behave in the
classroom.Teachers directly influence how
students behave
Theorists:
1. John Watson
- Defined behavior as movement,actual
physical movement of body,activity of muscle or
 glands in large scale or small scale
(thinking,blinking of eyes)
- began studying behaviour because it is more
objective.
- BUT, he also rejected his theory that
behavior is movement. After this he focused on
observable, quantifiable events telling that
behaviors can be accurately measured and
understood and not just based on opinions.
2. John Watson and Edwin Guthrie
- Contiguity theory: Learning will occur
regardless, of whether reinforcement is given.
As long as there is condition stimulus/response
that occurs together.
- stimulus/response that occurs together.- refers
to classical conditioning/operant conditioning
are examples of contiguity theory
- Believed that even a skill such as walking is
learned through a series of conditioned
responses.
3. Thorndike and Skinner
- reinforcement theory- can be positive or
negative reinforcements. If positive, response
is repeated…
- proposed that stimulus-response bonds are
strengthened by reinforcements such as
reward or punishment.
❖ COGNITIVE LEARNING THEORIES
- broad theory used to explain the mental
process and how they are influenced by both
internal/external factors in order to produce
learning in an individual. How human mind works
while ppl learn, how info is being processed by
the brain. Focuses on more effective use of brain.
Cognitive Science- is a study of how our brains work
in the process of perceiving, thinking, remembering
and learning.
Information Processing
- sometimes used to describe a subset of this
field of study cognitive psychology
- Explains the way that information is handled
once it enters the senses and how it is
organized and stored.
- Acquisition,recording,organization,retrieval,dis
play and dissemination of info.
- Ex: eyes see something.what we seeis coded
and travel to electric neural activity which is
stored and coded.
Learning (in cognitive perspective)
- is an active process in which the learner
constructs meaning
[correlate,connect,apply what u have
learned] based on prior knowledge and view
of the world.
Theorists:
1. Breur – physician and physiologist
Learning is a process whereby the novice becomes
expert. By repeating our basic skills we become an
expert.
2. Feden, 1994
- learning is the process of accumulating bits of
info and isolated skills to facilitate learning
experience
- Primary responsibility of teacher: transfer
knowledge directly to students
- Concluded that process of teaching and
learning depends on the iteraction betw. Em’
- *** An active process which the learner
constructs meaning based on prior knowledge
and view of the world
3. Ausubel, 1963-pshchologist
- Developed earliest model of cognitive learning
[meaningful learning theory – students are the
center of teaching and learning process, teacher
are facilitators. Meaningful learning occurs when
the info is related to PRIOR knowledge.
The Subsumption Theory of Meaningful Verbal
Learning
- New information is absorbed into existing
thought and memory structures
- Meaningful learning is thought to occur only if
existing cognitive structures are organized and
differentiated.
- Repetition of meaningful material and its use in
various contexts would enhance the retention
of the material
4. David E. Rumelhart, 1980:
- Concept of schema or schemata
 - “ all knowledge is organized and is packaged
into units. These units are schemata.” Shema-
singular, schemata-plural; shema- knowledge
and memory recall. How memory is retained
and stored
- Schemata- knowledge structures that store
concepts, and the knowledge of how to use
them in memory.
3 Kinds of Learning Based on Schema
Theory
1. Accretion
- The learning of facts
- New information is added to existing schemata
- No changes are made to existing knowledge
2. Tuning (schema evolution)
- Existing schema evolve or refined throughout
the lifespan as new situations and issues are
encountered
- begins to relate what u have learned and
process it.
3. Restructuring (schema creation)
- Development if new schemata by copying an
old schema and adding new elements that are
different to create a new schema
- create new knowledge based on prior
knowledge
OTHER THEORIES/MODELS OF INFORMATION
PROCESSES
1. Level of Processing Theory
– Information is processed sequentially,
[processing info ina chronological order:from
perception to attention- to labelling and
meaning, create imagery association and
memory in long run]
2. The Parallel Distributing Model
– Information is processed by different
parts of the memory system
simultaneously[instead of serial, parallel
processing is done, hundreds of operations
done at once to store memories.] rather than
sequential
– if neurons stop interacting, the memory’s
strength weakens
3. Connectionistic Model
- The information is stored in any places
throughout the brain, forming network of
connections.
- Cells that fire together, wire together.:Neural
units that are activated 2gether strengthen
connections bet. themselves
4. Stage Theory of Information Processing
- Aim: develop long term memory
- Relates to memory activity
- Information is both processed and stored in 3
stages: Sensory, Short-Term Memory and
Long-Term Memory
- 3 STAGES
1. Sensory Memory – see,hear,feel,taste ,
cognitive will filter it and save what is important
in senory memory. STIMULI : sight, and
hearing most imprtant
- Fleeting or passing swiftly
2. Short-Term Memory [working memory]–
transition if we retain or forget an info
- Where info is being filtered while we process it
further.What is left is what is stored in ,long
term memory
- Needs interest
- Retain indefinitely if rehearsed or meaningful to
us
- we develop it by the qs asked on how we
remember, how we focus,how m attention we
give to certain info.
3. Long-Term Memory [selective memory]
- Once info is filtered and retained it is stored in
long term memory
- Use of mnemonic device
- Repetition is important to store info from short
term to long term. Once it is retained it is
encoded here. Strategies can be employed to
store info here: chunking,repit etc.
❖ COMMON CONCEPTS OF COGNITIVE
THEORIES
Cognitive process—thinking,perception,imagine,
logical reasoning, planning...
1. Learning: requisition of knowledge, change in
behavior
- Behaviorist: requisition of knowledge and
skills that changes a person’s behavior
- Cognitive theorists: focuses more on the
acquisition of knowledge than on the resulting
behavior
- Feden: Domain-Specific Learning
2. Metacognition
- Sometimes defined as “thinking about one’s
thinking
 - A process that learners use to gauge or
measure their thinking while reading, studying
or problem-solving[assess ursel, how we
process/learn things]
- Self monitoring,correcting own learning
process
- To know what they know and what they do not
know
- Journal writing, group dialogue, problem-based
learning, rationalization of test questions
3. Memory [metamemory] -under ng
metacognition
- how individual monitor/control
learning/momory, this is where info processing
comes
- Sensory, short term and long term
- Consolidation
- Chunking: information is clustered into patterns
4. Transfer
- Ability to take information learned in one
situation and apply it to another
- Concepts and principles are used or adopted
not just to one particular situation but to all
other situations as well
- Successful transfer depends on several
factors:
- The extent to which the material was
originally learned
- The ability to retrieve information from
memory
- The way in which the material was
taught and learned
- The similarity of the new situation to
original
C.SOCIAL LEARNING THEORIES/SOCIAL
COGNITIVE THEORY
- Albert Bandura (1977) -social behavior is
learned by observing or imitating others
- Observational Learning Theory
- Explains that behaviour is the result of an
interaction among the person (characteristics,
personality etc.) to the environment (physical,
social etc) and the behaviour itself.
- People learn as they are in constant
interaction with their environment
- can be applied to behavior or skills.
• Key components:
a. Attentional Processes
b. Retention Processes
c. Reproduction
d. Motivation
KEY COMPONENTS OF SOCIAL LEARNING
THEORY
a. Attentional Processes
- The behavior of the model must grab the
learner’s attention by letting the learners sense
that it is an unusual behavior
b. Retention Processes
- There is nothing to be retained if there is no
memory of the behavior
- How well the behavior is remembered
c. Reproduction
- For sure there is already a retained behavior.
But the retained behavior does not guarantee
that the learner will show the skill right away.
- Refer to the ability to execute the model’s
behavior
- Executing the skill is done by observing it and
repetition and imitate it.
d. Motivation
- Motivation through valued outcomes (rewards)
rather than punishing outcomes
- Perceived reward is a good motivator
8 TYPES OF LEARNING [GAGNE’S
CONDITIONS OF LEARNING] Hierarchy of
learning/8 conditions of learning
- Robert Gagne-educational psychologist
1. Signal Learning (conditioned
response/classical condition]
- Simplest level of learning
- Person develops a general diffuse reaction to a
stimulus
2. Stimulus-Response Learning
- Developing a voluntary response to a specific
stimulus or combination of stimuli
- used in verbal skills,physical movements.
Occurs when instructor praises / constructive
criticism while learning
3. Chaining
- connect two or more previously learned things
bond into a linked order, occurs naturally.
Small things that we do that becomes
acomplex phsychomotor skills
 - ex.learning how to tie shoe string, Behavioral aspects – lower core
- Acquisition of a series of related
conditioned responses or stimulus- Cognitive aspects – higher core
response connections
4. Verbal Association - Type of chaining
- occurs when learner makes association with
verbal connections
- Process of learning medical terminology
5. Discrimination Learning
- Learners perform diff, responses to
aseries of things
- The more new chains that are learned,
the easier it is to forget previous chains
- To retain large number of chains, you
need to discriminate among them
- Made more difficult when learner
comes upon road blocks.
- If u have diff, response in 1 problem
source. ex. U have a patient with
abdominal pain after surgery. How will
u classify where the pain is from.
6. Concept Learning
- ability to make consistent responses to diff.
Stimuli
- process where learner foster deeper learning
- application on how you comprehend things
- Learning how to classify stimuli into groups
represented by a common concept
- The process u did in 1 patient is not applicable
to the other.
7. Rule learning
- Being able to learn relationships bet. 2 or
more concepts and apply them to diff.
situations either new or old.
- Basis of learning general rules/procedures.
- Bounded by rules or standards.
- Rule: chain of concepts or a
relationship between concepts
- Expressed as “If.... And then ..”
relationships
8. Problem solving
- ability to invent procedure to solve a problem.
Ex.case study, reflection, follow process in
routine lab exam
- improve problem solving by ff. the process on
how to do the routine lab examinations
- employ techniques learned, initiatives,sense of
leadership
- Highest level of learning
- Applying previously learned rules that relate to
situation
- Process of formulating and testing hypotheses

**higher levels in hierarchy are built from lower levels.

Before you ahieve higher u miust first develop lower
level.
Learning Styles/Cognitive Styles
-cognitive style -preferred way that the learner
process learning. Like personality….???
Learning and cognitive styles pagpinagsama: what
type of strategy r method is effective to an individual
- The habitual manner in which learners receive
and perceive information, process it,
understand it, value it, store it, and recall it.
- The way a person processes, internalizes
studies, interprets, and changes new and
challenging materials.

-
Memletic Learning Style Model
*At the end of this you will get long term learning
- Recognizes that each of us prefers to learn in
different ways. Everyone has mixed learning - All learning styles can be developed.
style
- No right or fixed style when it comes to Dunn and Dunn Learning Style Model
learning. - Most people can learn, and each individual has
- Dominant style of learning- things you do to his own unique ways of mastering new and
achieve learning. difficult subject matter.
- Aim: Recognize own learning style - Created in 1970s. In 1975, by Kenneth and
***in the Rita Dunn. Researched it for 20 years.
model, some - Focuses on 5 stimuli and their supporting
of these could elements.
be dominant to - Match learning style to instructional
you, but the methodology.
less dominant - The matching will lead to higher
could still be motivation and greater intake of
developed or knowledge for the learner.
be seen based
on the
situation.

-

Environmental- immediate instructional environment.
Study area
Emotional - related to motivation, persistence,
responsibility of student
Sociological - Impact of social influences on learning.
Either solitary or social learner. Dunn and Dunn model
as example.
Physiological - Perceptual preferences falls here:
visual,audio,kinesthetics. Ex. what time of day u prefer
to learn, practical learners/skills, learning by observing
skills.
Psychological - how learners respond to ideas falls
here. Our ability to learn.Learner is categorized as
- Global learner: soft lighting, informal sitting
- Analytical learner: bright lighting, formal sitting
- Reflective learner: the active learners, asks
questions, thinks critically about ideas.
Kolb’s Learning Style
-DAVID KOLB
Yung sa Kolb's parang sa metamemory???
- Individual preferred way to absorb and retain
information. How the makes sense of new
material based on their strength/weakness.
- Employs strategies on how aware u are on
how ur brain works best
- depicts learning as 4 stage cycle beginning
with an intermediate concrete experience
during which the person makes observations
and reflections
- Then the person develops an abstract theory
from which he or she develops ideas on how to
proceed.
- Finally, the person actively experiments with
actions to test them out.
- The four-stage learning cycle are : social or
accommodating, creative or diverging,
intellectual or assimilating, and practical or
converging.
-
- All of this results to new experiences. **
- David Coldb added how learners perceive
learning process as u go through the
process: social, creative, practical,
intellectual learner.
- Thus, he categorized it to :
- processing continuum - from left to
right arrow [how we approach a task ,
pertains to the 4 cycles]
- Perception continuum: from north to
south axis [emotional response,how we
think,how we feel about what we have
learned]
*You should develop the four stages seen above
to achieve effective learning
Kolb then hypothesized that learners need 4 abilities
to be effective: [PROCESSING CONTINUUM]
1.Concrete Experience (CE) abilities: Leaning from
actual experience
- Key to learning: Involvement
2.Reflective Observation (RO) abilities: Learning
by observing others
- When we step back to reflect and analyze
previous information.
- Allows learners to ask Qs and discuss it with
others.
3.Abstract Conceptualization (AC) abilities:
Creating theories to explain what is seen
- Learner tries to make sense of events, draw
conclusions, and use ideas that are familiar.
- Learner interprets the experience, what you
have learned from the experience.
4.Active Experimentation (AE) abilities: Using
theories to solve problems.
- The actual testing stage.
- Learners have to apply their knowledge to
practice to solve problems. PRACTICAL
APPLICATION
[PERCEPTION CONTINUUM under KOLB'S
Learning Style]
Social/Accomodator Learners Social learners - AKA
accomodator learners.
- Involves doing and feeling.
- The processing involved are CE and AE
- These learners are hands-on , has practical
approach. Known to be leaders and risk takers
cuz they act on gut instinct rather than
analysis.
- Are leaders
- They learn best by analyzing and solving a
problem as a group using their own intuition
and information from other people rather than
from books and lectures.
- They look for new experiences; often take risks
and employ hands on methods to accomplish
their goals.
- They actively accomplish things often using
trial-and-error methods to solve problems.
- They may be impatient with other people and
act on intuition and are a risk taker.
Creative/Diverger Learners
- Involves feeling and watching
- Processing continuum involved: CE and RO
- Perform better with situations requires
ideas/concept formulation. Ex.brainstorming
- Have broad cultural interest, likes to gather
information, more interested in ppl, are
imaginative,emotion thus they are strong in
ARTS.
- Prefer to work in grp, listen w/ open mind,
receive personal feedback
- Are imaginative.
- They have an open mind to new ideas and
offer multiple perspectives.
- They value brainstorming with a group
although they often listen and observe sharing
their own ideas.
- They rely on concrete examples to learn, and
trust their own feelings when making decisions.
- They excel in imagination and awareness of
meaning.
- They are feeling oriented and people oriented
and like working in groups.
Intellectual/Assimilator Learners
- Involves watching and thinking
- Processing continuum: AC and RO
- Involves concise logical approach, concepts/
ideas are more important than people.
Requires good/clear explanation rather than
more opportunity
- Less focused on people, more interested on
ideas/abstract concepts.
- Important for effectiveness in information and
science careers.
- Are organized, logical and precise.
- They like to learn from lectures, reading, and
contemplation.
- They find facts, ideas, and information
fascinating and challenging to people and
emotions.
- More scientific than artistic.
- Their strengths are in inductive reasoning,
creating theoretical models and integrating
ideas
- They prefer playing with ideas to actively and
applying it.
- They are more concerned with ideas than with
people.
Practical/Converger Learners
- Doing and thinking , DOERS and THINKERS
- Processing continuum: AC and AE
- Can solve problems and will use learning to
solve practical issues.
- Prefers practical task
- Enables specialist and technology ability
- Your practical mastery is discovered here.
- Goal oriented, can make decisions very easily.
 - Are both thinkers and doers.
- They are those who learn through
experimentation, seeking out new ideas, and
discovering practical applications for them.
- They can focus intently on selected subjects.
- They favor technical challenges to
interpersonal matters.
- They are goal-oriented and make decisions
easily.
- They are good at decision making and problem
solving and likes dealing with technical work
rather than interpersonal relationships.
Matching Learning Styles to Instructions
- Some studies have shown increased levels of
student achievement when learners with a
strong preference for a certain style were
matched with a similar teaching or testing
style.
- Some studies have shown more student
satisfaction when the teacher matches the
student’s learning style, but some have not.