Principles and Strategies

of Teaching Medlabsci
Prepared by: Rana Mae Santiago, RMT
LESSON 1: TEACHING AND LEARNING PROCESS
TEACHING
process of imparting knowledge and skills from a teacher to a learner.
encompasses the activities of educating or instructing.
it is to induce learning.
"Not all learning is dependent on teaching. But all teaching, regardless of quality, is predicated as learning."
(Brown, 1993)
“Teaching makes learning possible.” (Ramsden, 1992)

LEARNING
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)
Lesson 2: LEARNING THEORIES
Classical Conditioning
(Pavlovian conditioning or respondent conditioning)
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.
A learning process in which a neutral stimulus
becomes able to trigger a response that was
initially caused by a different stimulus through
repeated associations.
Lesson 2: LEARNING THEORIES
Operant Conditioning (Instrumental conditioning)
Described as a process that attempts
to modify behavior using positive and
negative reinforcement.
An individual makes an association
between a particular behavior and a
consequence.
Positive outcomes reinforce
behaviors, making them more
frequent, while negative outcomes
discourage behaviors, making them
less frequent.
Lesson 2: LEARNING THEORIES
Social Conditioning (Observational conditioning)
Type of learning which the learner observes and mimics behavior from the model.
People can learn new information and behaviors by watching other people.
Individuals learn and adapt behaviors, beliefs, and norms from their society and
culture through social interactions and experiences.
Lesson 3: THE HOWS OF TEACHING

STRATEGY
APPROACH
TECHNIQUE
METHOD
Lesson 3: THE HOWS OF TEACHING

STRATEGY
It is the art and science of directing and controlling the movements and activities
of the army.
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.
A strategy does not follow a single track all the time, but it changes according to
the demands of the situations
It is directional in nature. It refers to goal directed activities of the teachers.
Thus, it is closer to science than arts.
Lesson 3: THE HOWS OF TEACHING

TEACHING STRATEGIES
Brainstorming – large or small group activity that encourages students to focus
on a topic and contribute to the free flow of ideas.
Case studies – get students to practically apply their skills, and their
understanding of learned facts, to a real-world situation.
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.
Discussions – 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
Lesson 3: THE HOWS OF TEACHING

TEACHING STRATEGIES
The flipped classroom – students complete learning normally covered in the
classroom in their own time.
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.
Simulations – are instructional scenarios where the learner is placed in a "world"
defined by the teacher.
Lesson 3: THE HOWS OF TEACHING
APPROACH
Broadest of the three, making the technique most specific.
Ways in which you try to engage students with the subject matter.
The ways in which you support your students.
The mode or manner of teaching.
Some understanding of how to facilitate learning.
Types of Teaching Approach (According to the role of Teacher)
THE EXECUTIVE APPROACH - Views the teacher as manager of complex classroom processes, who is
responsible for achieving specific goals with students by using the most effective skills and methods.
THE FACILITATOR APPROACH - Focuses more on what students bring to the classroom setting, it places
considerable emphasis on making use of students’ prior experience.
THE LIBERATIONIST APPROACH - 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.
Lesson 3: THE HOWS OF TEACHING
Types of Approach (According to the Nature of Learning)
DISCOVERY LEARNING
takes place in problem solving situations where the learner draws on their own experiences and prior
knowledge.
teaching method where students interact with their environment by exploring and manipulating objects,
wrestling with questions and controversies, or performing experiments.
Usually the pedagogical aims are threefold:
Promote "deep" learning.
Promote meta cognitive skills (develop problem solving skills, creativity, etc.).
Promote student engagement.

CONCEPTUAL LEARNING
Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning
& critical thinking.
Involves more data collection usually through research while the discovery approach actively involves
students to undertake experimental and investigative work.
Lesson 3: THE HOWS OF TEACHING
Types of Approach (According to the Nature of Learning)
PROCESS WRITING
Treats all writing as a creative act which requires time and positive feedback to be done well.
An approach which provides students with an abundance of projects, activities, and instructional designs
that allow them to make decisions and solve problems.

UNIFIED TEACHING
It is based on a breakdown of knowledge to integrated modules of information.
This approach breaks down knowledge into smaller parts and builds them into bigger ideas.
The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and
being evolutional.
 Types of Teaching Approach
(According to Teacher-Learner Interaction)

TEACHER-CENTERED APPROACH
It is the primary role of teachers to pass knowledge and information
onto their students.
Direct Instruction
relies on explicit teaching through lectures and teacher led
demonstrations.
Formal Authority
Expert
Personal Model
 TEACHER-CENTERED APPROACH
Formal Authority Expert Personal Model

Teachers are in a position of Expert teachers are in a Teachers who lead by example
power and authority because of possession of all knowledge and They demonstrate to students
their knowledge and status over expertise within the classroom. how to access and comprehend
their students. Primary role is to direct learners information.
Traditional classroom through the learning process. Students learn by observing and
management style Students are viewed solely as copying the teachers’ process.
Focus on rules and expectations receptors knowledge and
information or “empty vessels”.
 STUDENT-CENTERED APPROACH
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 Personal Model Delegator

Place a strong emphasis on Teachers who lead by example Teachers acts as “resource” to
teacher student relationship. They demonstrate to students students, answering questions
Student learning loosely guided how to access and comprehend and reviewing their progress as
by the teacher and is focused on information. needed.
fostering independent, hands-on Students learn by observing and Students are active and engaged
learning and exploration. copying the teachers’ process. participants in their learning.
The main goal of the delegator is
to foster a sense of autonomy in
the learning process.
Lesson 3: THE HOWS OF TEACHING

TECHNIQUES
The personal style of the teacher in carrying out
specific steps of the teaching process.
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.
Lesson 3: THE HOWS OF TEACHING

METHOD
An organized, orderly, systematic, and well-planned
procedure aimed at facilitating and enhancing students’
learning.
Method of teaching is directly related to the
presentation of the lesson, which method a teacher
should us, depends on the nature of the subject, and
the tact of the teacher.
Lesson 3: THE HOWS OF TEACHING

METHOD
Four Methods of Presenting the Subject Matter
1. Telling Method - Lecture method, Discussion method,
Storytelling method
2. Doing Method - Project method, Problem solving method,
Textbook method
3. Visual Method - Demonstration method, Supervised study
method
4. Mental Method -Inductive, Deductive, Analysis, Synthesis
method, etc.
 Lesson 4: INSTRUCTIONAL MEDIA
Instructional media encompasses all the materials and physical
means an instructor might use to implement Instruction and help
students reach their learning goals.

WHY USE INSTRUCTIONAL MEDIA?

it can facilitate learning or increase understanding of your material.
Among the implicit goals that media can help achieve are the
following:
Attracting attention
Developing interest
Adjusting the learning
Promoting acceptance of the idea
TYPES OF INSTRUCTIONAL MEDIA
Projected Media
Non-Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media
 PROJECTED MEDIA NON-PROJECTED AUDIO MEDIA
Instructional
materials that
MEDIA Cassettes and
Instructional compact discs
require projection
and electricity in materials that do
not require the Use to:
their using
process of Allow students to
process.
projection before hear other
Ex. Slides,
filmstrips, and its operation can languages/dialect
overheads. take place. Allow auditory
Ex. Photographs, learners to review
Use to: diagrams, and the lessons
Allow all students displays. Encourage
to view the same creativity through
material at the Use to: music.
same time. Illustrate concepts
Offer the students Enhance direct
other perspectives instruction
on the material. Encourage students
to look at data in
diverse ways
 MOTION MEDIA HYPER MEDIA GAMING MEDIA
Videos, computer Computer Computer games
mediated networks, software,
instruction, and and the Internet Use to:
television Provide a playful
Use to: environment for
Use to: Offer resources learning.
Offer beyond the library Structure learning
supplemental Develop computer through rules,
instruction and word Motivating for
Experience processing skills tedious or
concepts in a Offer interactive repetitive content.
manner that is not Uses problem
available in “real solving
life.”
 Lesson 5: HEALTH EDUCATION

DEFINITION OF HEALTH
“Soundness of body or mind that condition in which its
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,
and social well-being and not merely the absence of
disease or infirmity”
 Lesson 5: HEALTH EDUCATION
HEALTH EDUCATION
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.
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.
 AIMS OF Health promotion and disease
prevention.

HEALTH Early diagnosis and

management.
Utilization of available health
EDUCATION services.
 Lesson 5: HEALTH EDUCATION
PRINCIPLES OF HEALTH EDUCATION
Credibility
Interest
Motivation
Comprehension
Reinforcement
Learning by doing
Known to unknown
Setting an example
Good human relations
Feedback
Leaders
 Lesson 5: HEALTH EDUCATION
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 healthier
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.
Add to knowledge via research and evaluation concerning
the most effective ways of achieving the above objectives.
THANK
YOU!