(PRINCIPLES and STRATEGIES of
TEACHING MEDICAL LABORATORY
SCIENCE)
*INTRODUCTION TO TEACHING*
TEACHING & LEARNING PROCESS
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.
● It is deliberate intervention that
involves planning and
implementation of instructional
activities and experiences to meet
learner outcomes according to a
teaching plan
Some thoughts on teaching and learning…
● Clearly, not all learning is
dependent on teaching… However,
all teaching regardless of quality is
predicted on learning.. - Brown,
1993
● Process of gaining knowledge or
skill by studying, practicing, being
taught, or experiencing something.
● 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*
● SOCIAL CONDITIONING
- A type of learner that occurs when a
behavior is observed and
subsequently mimicked.
- “ It takes a village to raise a child”
● CLASSICAL CONDITIONING
(Pavlovian conditioning or
respondent conditioning)
- 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)
- Described as a process that attempts
to modify behavior through the use
of positive and negative
reinforcement. Through operant
conditioning, an individual makes an
association between a particular
behavior and a consequence.
● SOCIAL CONDITIONING
(Observational conditioning)
- In this theory, people can learn new
information and behaviors by
watching other people.
Why was Pavlov’s hair so soft?
I was in psychology class yesterday…
And we couldn’t stop laughing about how
stupid Pavlov’s dogs were. Then the bell
rang and we all had lunch.
THE “HOWs” OF TEACHING
A. STRATEGIES
- 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.
- 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
Strategy can be summarized as
- Teaching is the generalized plan of
the whole lesson plan.
- In strategy of teaching, realization
of the objectives is given more
importance than presentation off
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. It refers to
goal directed activities of the
teachers. Thus, it is more close to
science than arts.
TEACHING STRATEGIES
● BRAINSTORMING - is a large or
small group activity that encourages
students to focus on a topic and
contribute to the free flow of ideas.
● CASE STUDIES - 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.
● GROUP WORK - s a method of
instruction that gets students to work
together in groups.
● QUESTIONING - The 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.
● SIMULATIONS- 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.

● 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.

● DISCUSSION - 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.

B. APPROACH
- 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:
According to the role of the teacher
- The 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.
- 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.
- 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 ACCDRD TO THE
ROLE OF TEACHER
Approach Accdr to nature of learning
Discovery Learning
- 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.
a. DISCOVERY - refers to various
instructional design models that
engages the students in learning
through discovery.
- 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.
Usually the pedagogical aims are threefold:
(1) Promote “deep” learning
(2) Promote meta-cognitive skills
(develop problem-solving skills,
creativity, etc.),
(3) Promote student engagement.
Conceptual teaching
- Involves the learning of specific
concepts, the nature of concepts, and
the development of logical reasoning
& critical thinking.
b. 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.
- not a particular teaching method with
specific steps follow; it is more of a
viewpoint of how facts and topics
under a discipline should be dealt
with.
- information handler, being a teacher,
- involves more data collection usually
through research while the discovery
approach actively involves students
to undertake experimental and
investigative work.
Process writing
- 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.
c. PROCESS
- 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.
Unified Teaching
- This approach lends itself smoothly
to a unified teaching-learning
concept of education. The
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.
d. UNIFIED - t 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.
- 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.
TEACHER-CENTERED APPROACH -
it is the primary role of teachers to pass
knowledge and information onto their
students.
1. Direct Instruction - relies on
explicit teaching through lectures
and teacher-led demonstrations.
Formal Authority - teachers are in a
position of power and authority because of
their exemplary knowledge and status over
their students. Classroom management
styles are traditional and focus on rules and
expectations.
Expert - teachers are in possession of all
knowledge and expertise within the
classroom. Their primary role is to guide
and direct learners through the learning
process. Student are viewed solely as the
receptors of knowledge and information
(“empty vessels”)
Personal Model - teachers who operate
under the “Personal Model” style are those
who lead by example, demonstrating to
students how to access and comprehend
information. In this teaching model, students
learn through observing and copying the
teacher’s process.
STUDENT-CENTERED APPROACH -
student learning is continuously measured
during teacher instruction.
1. Inquiry Based Learning - focuses
on student investigation and
hands-on learning.
- Teacher’s primary role is that of a
facilitator, providing guidance and
support for students through the
learning process.
Facilitator - place a strong emphasis on the
teacher-student relationship. Operating
under an open classroom model, there is a
de-emphasis on teacher instruction, and both
student and educator undergo the learning
process together. Student learning loosely
guide by the teacher, and is focused on
fostering independence, hands-on learning
and exploration
Personal Model - teachers who operate
under the “Personal Model” style are those
who lead by example, demonstrating to
students how to access and comprehend
information. In this teaching model, students
learn through observing and copying the
teacher’s process.
Delegator - teachers act as a “resource”to
students, answering questions and reviewing
their progress as needed. Teachers play a
passive role in student’s learning; students
are active an engaged participants in their
learning. The main goal of a delegator is to
foster a sense of autonomy in the learning
process.
2. Cooperative Learning
- Emphasizes group work and
a strong sense of community.
- “Think-Pair-Share”
C. 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.
D. 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.
WHAT IS 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. This may include
traditional materials such as
chalkboards, handouts, charts, slides,
overheads, real objects, and
videotape or film, as well newer V
materials and methods such as
computers, DVDs, CD-ROMs, the
internet and interactive video
conferencing.
WHY USE INSTRUCTIONAL MEDIA?
- A good aid is like a window, it
should not call attention to itself, it
should just let in the light. In general,
you should use media whenever, in
your best judgment, it can facilitate
learning or increase understanding of
your material.
Of course, communicating to
facilitate learning can be a
challenging process, often requiring
creative efforts to achieve a variety
of implicit instructional goals
(University of Saskatchewan, n.d.).
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
- 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.
CONCEPT OF HEALTH EDUCATION
Concept of Health:
- 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 its are duly and
efficiently discharged.”
- WHO has given a comprehensive
definition of health in its preamble to
constitution in 1984. According to
WHO, “Health is a state of complete
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
reporting 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.