WEEK 1: PRINCIPLES AND STRATEGIES OF
TEACHING MEDICAL LABORATORY SCIENCE
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 a 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
predicated on learning... - Brown, 1993
Teaching makes learning possible...-Ramsden, 1992
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
PAVLOV CLASSICAL CONDITIONING
A simple learning process whereby a neutral stimulus is
able to evoke a response because it has been paired with
another stimulus (that originally elicited a response).
SKINNER OPERANT CONDITIONING
consequence of any given behavior modifies the degree to
which that behavior is likely to occur (also known as
instrumental conditioning).
Positive and negative reinforcement Behavior > Reward
SOCIAL CONDITIONING
A type of learning that occurs when a behavior is observed
and subsequently mimicked.
It takes a village to raise a child.
In this theory, people can learn new information and
behaviors by watching other people.
THE "HOWS" OF TEACHING STRATEGY
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 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. It refers to goal directed activities
of the teachers. Thus, it is closer 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.
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 behavior
or attitudes. Consequently, teachers use them frequently in
instructional situations.
The flipped classroom - 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.
Groupwork - is 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.
APPROACH, METHOD & TECHNIQUE
Approach is the broadest of the three, making technique
the most specific, and the method found between
approach and technique.
A method, on the other hand, is an organized, orderly,
schematic, and well- planned procedure aimed at
facilitating and enhancing student’s leaning.
Technique encompasses the personal style of the teacher
in carrying out specific steps of the teaching process.
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 ACCORD TO THE
ROLE OF 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 civilized life.
TEACHING APPROACHES APPROACH ACCDRD 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.
Conceptual teaching involves the learning of specific
concepts, the nature of concepts, and the development of
logical reasoning & critical thinking.
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
Unified Teaching 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.
A. DISCOVERY
refers to various instructional design models that
engages 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.),
(3) Promote student engagement.
DISCOVERY APPROACH ACCDRD TO NATURE OF
LEARNING
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.
CONCEPTUAL APPROACH ACCDRD TO NATURE OF
LEARNING
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.
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 topic.
PROCESS APPROACH ACCDRD TO NATURE OF
LEARNING
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
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.
This approach lends itself smoothly to a unified teachinglearning 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.
a) Formal authority
b) Expert
c) Personal model
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.
a) Facilitator
b) Personal model
c) Delegator
2. Cooperative Learning - emphasizes group work and
a strong sense of community. Think-Pair-Share”.
a) Facilitator
b) Delegator
METHOD (THE "HOWS" OF TEACHING)
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,
Storytelling 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 MEHOD; Inductive, Deductive, Analysis,
Synthesis method etc.
TECHNIQUES (THE "HOWS" OF TEACHING)
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.
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.
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 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
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’s are
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 physical, mental well-being.”
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
a) Credibility: message should be conveyed by the trusting
people.
b) Interest: firstly we should find the need of the community
in-order to create interest.
c) Participation: choice interest topic.
d) Motivation: firstly convey the message in order to
change the behavior.
e) Comprehension: firstly find the capacity of the people
which need the baseline data
f) Reinforcement: need repeat follow up
g) Learning by doing
h) Known to unknown: starts what knowledge they have up
to the knowledge they don't have
i) Setting an example
j) Good human relations: build rapporting to the
community’s people
k) Feedback: should give to the community what change
occur, how many people developed knowledge and
many others.
l) 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.