Unit 4

MLS213: PSTMLS
MELANIE D. TOMITA
UNIT 4:
THE TEACHING – LEARNING PROCESS
◦Topic Learning Outcome:
◦Examine the teaching-learning
process as applied in medical
laboratory science education
NOTE:
◦There are incorporated seatwork questions every
topic after discussion.
◦1 whole
◦Per group, Per line (5 members)
◦25 points
NOTE:
◦5 points – Very Satisfactory (Clearly stated,
complete, concrete, concise, realistic in relation
to MLS)
◦3 points – Satisfactory (One missing element)
◦1 point – Not Satisfactory (Not related at all)
UNIT 4: Topic Outline
• I. Motivation
• II. Types of Lesson
• III. Methods of Teaching
• IV. Teaching Techniques
• V. Assessment and Evaluation
• I. Motivation
Motivation
◦Derived from the word “motive”
Needs, desires, wants

or drives within the
individual
Motivation: Definition
◦The process of stimulating people to
actions to accomplish the goals
◦The reason for people's actions, willingness

and goals
Motivation: Aim
◦to stimulate and to facilitate learning activity
 Desirable ends
Motivation: Importance to Learning
Motivation directs behaviour towards particular goals.
Motivation leads to increase effort and energy.
Motivation increases initiation and persistence in activities.
Motivation affect cognitive progresses.
Motivation determines which consequences are reinforcing
and punishing.
Motivation often enhance performance.
• I. Motivation
Important Terminologies
◦COMPETENCY
◦Select and apply appropriate teaching
strategies and techniques for particular
teaching/learning situations
◦Approach
◦One’s viewpoint toward teaching
◦Method
◦A series of related and progressive acts
performed by a teacher and students to
achieve the objectives of the lesson
◦Technique
◦The personal art and style of the teacher
in carrying out the procedures of
teaching
◦Strategy
◦Set of decisions to achieve an objective
that results in a plan
◦Lesson
◦A section into which a course of study is
divided, especially a single, continuous session
of formal instruction in a subject
◦Something to be learned or studied
◦A useful piece of practical wisdom acquired
by experience or study
Types of Lessons
Development
Lesson Old Lesson
Review Drill
Lesson Lesson
Types of Lessons
Development Lesson Old Lesson
Used in presenting
NEW OLD
fact, principle, procedure, generalization, skill,
or a new knowledge
Types of Lessons
Development Lesson
Steps:
1 2 3
Preparation Development Application
Types of Lessons
Development Lesson
Step: 1. Preparation
Types of Lessons
Development Lesson
Step: 1. Preparation
 Review facts
 Recall old experiences related to the new
lesson
 Establish objectives
Types of Lessons
Development Lesson
Step: 2. Development
Types of Lessons
Development Lesson
Step: 2. Development
 Lead the class to examine, analyze, compare,
contrast, generalize, observe, judge, or direct
something to achieve objectives
Types of Lessons
Development Lesson
Step: 3. Application
Types of Lessons
Development Lesson
Step: 3. Application
 Use what has been learned in a new
situation or practice activities
Types of Lessons
Development Lesson
Presenting new fact, principle, procedure, generalization, skill, or a new knowledge
Preparation
• Review facts and recall old experiences related to the new lesson
• Establish objectives
Development
• Lead the class to examine, analyze, compare, contrast,
generalize, observe, judge, or direct something to achieve
objectives
Application
• Use what has been learned in a new situation or
practice activities
Types of Lessons
Development Lesson
Presenting new fact, principle, procedure, generalization, skill, or a new knowledge
Preparation
• Subject: Hematology I
• Objectives: To be able to understand the structure and functions
of platelets
Development
• Start lesson with an introduction to blood and its components;
then lead students to one specific blood cell component which
is the platelet to finally discuss its structure and functions.
Application
• Clinical Correlation: Platelets in relation to Dengue
Fever
SW#1: 5 points
◦Imagine that you are a MLS instructor!
◦Devise your own development lesson.
◦Any MLS subject.
◦5 – 10 minutes.
Types of Lessons
Development Lesson Old Lesson
Used in presenting
NEW OLD
fact, principle, procedure, generalization, skill,
or a new knowledge
Types of Lessons
Old Lesson
Review Lesson Drill Lesson
Types of Lessons
Old Lesson
Used in presenting a new view
of old facts and concepts in a
broader setting that results in
new meanings, associations,
relationships, and ways of
acting
Types of Lessons
Old Lesson: REVIEW LESSON
Steps:
2 3
1
Review Proper Further
Preparation
/ Activities Application
Types of Lessons
Step: 1 Preparation
 Define the need to review
 Specify the purpose of the review
 Recall concepts previously learned
Types of Lessons
Step: 2 Review Proper / Activities
 Use any or a combination of the following:
 problem solving skill, comparison scheme,
concepts scheme, activities scheme, open book
exercises, imaginative/creative scheme,
condensing, selected reference reading
Types of Lessons
Step: 3 Further Application
 Use new learning in new situations
Types of Lessons
Used in presenting a new view of old facts and concepts in a broader setting that results in
new meanings, associations, relationships, and ways of acting
Preparation
• Define the need to review
• Specify the purpose of the review
• Recall concepts previously learned
Review Proper/ Activities

• Use any or a combination of the following:
• problem solving skill, comparison scheme, concepts scheme, activities scheme, open book
exercises, imaginative/creative scheme, condensing, selected reference reading
Further Application
• Use new learning in new situations
Types of Lessons
Used in presenting a new view of old facts and concepts in a broader setting that results in
new meanings, associations, relationships, and ways of acting
Preparation
• Subject: PSTMLS
• There is a need to recall the different learning theories in order to understand the
different methods of teaching
Review Proper/ Activities

• To create a concept map relating the different learning theories to the method of classroom
teaching associated with them
Further Application
• To apply a learning theory in patient health education
SW#2: 5 points
◦Devise your own review lesson.
◦Any MLS subject.
Types of Lessons
Old Lesson
Used in presenting a new view Used in fixing certain
of old facts and concepts in a
broader setting that results in items of knowledge or
new meanings, associations, relations for ready
relationships, and ways of recall
acting
Types of Lessons
Old Lesson: DRILL LESSON
Steps:
3
1 2 4
Repetition with
Motivation Focalization Application
Attention
Types of Lessons
Step: 1 Motivation
 Arousing the need for the skill or activity
Types of Lessons
Step: 2 Focalization
 Focusing learner's attention on the specific
facts, habits, or skills to be drilled on
Types of Lessons
Step: 3 Repetition with attention
 Repeating learning materials meaningfully
Types of Lessons
Step: 4 Application
 Using what has been learned in a new
situation
Types of Lessons
Used in fixing certain items of knowledge or relations for ready recall
Motivation
• Arousing the need for the skill or activity
Focalization
• Focusing learner's attention on the specific facts, habits, or skills to be
drilled on
Repetition with attention

• Repeating learning materials meaningfully
Application
• Using what has been learned in a new situation
Types of Lessons
Used in fixing certain items of knowledge or relations for ready recall
Motivation
• Subject: Hematology Laboratory on Blood Smear Preparation
• As future MTs, there is a need to prepare quality blood smears to generate reliable patient results
Focalization
• Blood smear preparation requires skill
Repetition with attention

• To let students demonstrate blood smear preparation according their prior
knowledge; instructor performs the same properly; check student errors
Application
• Prepare a blood smear and perform manual WBC differential count
SW#3: 5 points
◦Devise your own drill lesson.
◦Any MLS subject.
Types of Lessons
Development
Lesson Old Lesson
Review Drill
Lesson Lesson
• I. Motivation
Direct Approach:
Methods of Teaching
Experiential Approach:
Direct Approach:
Expository strategies
Methods of Teaching
Exploratory strategies
Deductive
Direct Approach:
Expository
Demonstrative
Inductive
Methods of Teaching
Discovery
Reflective
Problem solving
Laboratory
Inquiry/Project
Deductive
Direct Approach:
Expository
Methods of Teaching Demonstrative
Strategy What is it When to use
Method that
starts with a
rule or general
Deductive statement that
is applied to
specific
cases/examples
Method that  When learners are asked
starts with a to test a rule or further
rule or general develop it, to answer
Deductive statement that questions or to solve
is applied to problems by referring to
specific laws, principles, and
cases/examples theories
Method where facts,
concepts, principles,
and generalizations are
stated, presented,
defined, interpreted by
Expository the teacher and
followed by the
application or testing
of these in new
examples generated by
students
Method where facts,  When there is an immediate need
concepts, principles, of a relevant information to make
and generalizations are the students understand a part of
stated, presented, the lesson
defined, interpreted by  When information is not available
Expository the teacher and and time can be saved by the
followed by the teacher by directly telling it
application or testing  When an idea or principle can best
of these in new be learned only by explanation
examples generated by  When the source material is not
students available to students
Method where the
teacher or a trained
resource person
Demonst
performs a procedure
rative
while the rest of the
class become
observers
 When process is significant but
apparatus is limited
Method where the
 When school lacks facilities for
teacher or a trained
every student
resource person
Demonst  When equipment is too
performs a procedure
rative sophisticated, expensive, or
while the rest of the
dangerous
class become
 When lesson requires skill in
observers
investigative procedure or
technical know how
Direct Approach What is it
Strategies
Method that starts with a rule or general statement that
Deductive
is applied to specific cases/examples
Method where facts, concepts, principles, and

generalizations are stated, presented, defined,
Expository interpreted by the teacher and followed by the
application or testing of these in new examples
generated by students
Method where the teacher or a trained resource person

Demonstrative performs a procedure while the rest of the class
become observers
Inductive
Direct Approach:
Expository strategies Discovery
Methods of Teaching
Reflective
Problem solving
Laboratory
Inquiry/Project
Formulation of a
conclusion,
definition, rule,
Inductive principle, or formula
based on knowledge
of examples and
details
 When the rule, concept, truth,
principle, or generalization is
Formulation of a important enough to justify
conclusion, definition, the time devoted to the lesson
Inductive rule, principle, or formula  When the learner has the
based on knowledge of ability to state the
examples and details generalization by himself
through comparison and
abstraction of instances
Method in which thoughts  When the concept
are synthesized to perceive under study is
something that the collectively shared by
individual has not known
the learners
Discovery before;
learning is a result of the
 When the learners have
learner’s own internalized had prior exposure to
insight, reflection, and stimuli that could aid in
experience learning
Method that  When the concept to
focuses thought on be learned is a social
certain issue with several
phenomenon alternative goals and
Reflective
through hypothesis
inspection,
introspection, and
analysis
 When the goal is to
Method that removes
sharpen the power to
a recognized difficulty
Problem think, reason, and create
or perplexity in a
solving new idea; to learn how to
situation through the
act in difficult situations;
process of reasoning
and to improve judgment
A set of first hand  When the goal is to
learning activities wherein cultivate learner’s skills in
the learner investigates a the basic scientific process;
problem, conducts to enhance higher order
Laboratory
experiments, observes thinking skills, and to
processes, or applies induct learners to scientific
theories and principles in processes
a simulated setting
 When time and resources
A practical unit of
are available
Inquiry learning carried on by
 When training in
/ students in a lifelike
cooperation, open-
Project manner and in a
mindedness, and creativity
natural setting
is needed
Experiential Approach What is it
Strategies
Formulation of a conclusion, definition, rule, principle, or formula based on knowledge of

Inductive
examples and details
Method in which thoughts are synthesized to perceive something that the individual has not
Discovery known before; learning is a result of the learner’s own internalized insight, reflection, and
experience
Method that focuses thought on certain phenomenon through inspection, introspection, and
Reflective
analysis
Method that removes a recognized difficulty or perplexity in a situation through the process
Problem solving
of reasoning
A set of first hand learning activities wherein the learner investigates a problem, conducts
Laboratory
experiments, observes processes, or applies theories and principles in a simulated setting
Inquiry/ Project A practical unit of learning carried on by students in a lifelike manner and in a natural setting
Deductive
Direct Approach:
Expository
Demonstrative
Inductive
Methods of Teaching
Discovery
Reflective
Problem solving
Laboratory
Inquiry/Project
SW#4: 10 points
◦What teaching method are you going to apply when you
are to teach UNIT:3 THE LEARNING THEORIES in
PSTMLS. Consider the following:
◦Time: should be finished in two meetings; subject is only
once a week; you need to give at least one quiz
◦What teaching method? Why? How? Give concrete,
concise and realistic explanations.
Assignment: Poster (Submission October 26)
◦ Computerized/Digital poster
◦ Application of a Learning Theory in the field of Medical Laboratory
Science
◦ Tuesday 1:30  Constructivism
◦ Letter size; Special Board paper
◦ Write Class Numbers, Names, Subject and Schedule at the back
portion of the paper
◦ Per Group, Per class number same with prelims eg. 1-5; 6-10 … )
Criteria Excellent Good Fair Poor Very Poor
10 points 8 points 6 points 4 points 2 points
Graphics/Organization/Layout
(e.g Does the poster contains an adequate amount of
graphics/enhancements that makes the message alive?
Does the poster contains well – organized graphics?
Does the poster not contain nuisance/unnessary
graphics?)
Content/Quality of Information
(e.g Does the poster clearly conveys the
intended/correct message? Does the poster clearly
relates the specific learning theory to MLS field? Does
the poster conveys a single learning theory as
assigned?)
Overall Impact
(e.g. Does the poster communicates relevant
information appropriately and effectively through their
graphics?)
TOTAL POINTS (30 points)
• I. Motivation
Questioning
Management
Techniques Discussion
in Teaching
Simulation –
Discussion
Questioning Techniques
1.Wait – time
2.Directing
3.Redirecting
4.Probing
1.Wait – time
- ask a question, wait, and call a
student to respond
1.Wait – time: Ask questions that are
Stimulating, challenging, thought provoking
Logically sequenced
Grammatically correct
Clear and simple
Commensurate with student’s abilities
2. Directing
- ask the question then call a
student’s name
2. Directing
Avoid fixed predictable order when calling students’
names
Call on non-volunteers who manifest signs that they
know the answers
Do not embarrass students because of their
inability to answer the questions
3. Redirecting
- ask the question, call a student to
answer, and then call another
student to correct, elaborate, or
extend the previous answers
3. Redirecting
o Use redirecting question for
high-achieving students
4. Probing
- ask the question again if a student
fails to answer, rephrase or simplify
the question but stay on with the
same student
4. Probing
o Use probing for low-achieving students
o Staying with the same student, ask follow-up questions, ask
related questions, or restate the students ideas
o Avoid cross examination when probing
o Start with a series of easier questions leading toward the answer
o Do not overdo probing
1.Wait – time
2.Directing
3.Redirecting
4.Probing
Questioning
Management
in Teaching
Simulation –
Discussion
Discussion Techniques
1.Panel/Forum
2.Symposium
3.Buzz session/Brainstorming
4.Debate
1.Panel/Forum
- informal discussion of a topic by a
group led by a chairman; each member
gives a key opening statement about the
topic
2. Symposium
- more formal in its setting in which
students prepare in advance discussion
points representing views of different
people
3. Buzz session / Brainstorming
- sharing of opinions, viewpoints, and
reactions without formal preparations
4. Debate
- formal “speeches” and rebuttal by sets
of members of two opposing teams
1.Panel/Forum
2.Symposium
3.Buzz session/Brainstorming
4.Debate
Questioning
Management
in Teaching
Simulation –
Discussion
Simulation – Discussion Techniques
1. Role playing – class members adapt certain roles simulating
a situation
Jury-trial simulation
News reporting
2. Socio-drama – portrayal of special scenes/events from

history or literature
Management Techniques
◦Classroom management techniques ???
Questioning
Management
in Teaching
Simulation –
Discussion
Aspect of
Classroom Techniques
Management
 Clear all identified traffic routes
 Frequently used materials should be kept in readily accessible
place
 Establish rules for every learning station in the room
Setting
 Arrange pieces of furniture that facilitate easy movement,
overall monitoring, visibility, and accessibility
 Make explicit all procedures for getting, using, and returning
materials
Aspect of
Management
 Maintain effective flow pacing, momentum, and transition
from one topic to another
 Observe effective techniques of questioning to maintain
group alertness
Instruction  Promote cooperation and cohesiveness by holding students
accountable for classroom incidents
 Ensure satisfaction and sense of progress and mastery
through adjusting tasks and requirement to student’s
capability level
Aspect of
Management
 Set rules early on as desired behaviours
 Apply disciplinary procedures consistently to all learners
 Link disciplinary procedures to student’s inappropriate
behaviour
 Deal immediately with all appropriate and inappropriate
Conduct
behaviour
 Rewards for appropriate behaviour should be appealing to
learners
 Check deterrent value of penalties
 Employ low-profile classroom controls
Aspect of
Management
 Identify daily activities that can be made into
Routine routine to save time and effort
 Inform students why routines are established
Aspect of
Management
 Respect and value students as human beings
 Enforce freedom within reasonable limits
 Stress group cooperation and cohesiveness over
Climate
competition
 Maintain an atmosphere of freedom rather than
control
Aspect of
Management
 Make every student in the class feel that he/she is valued
 Be direct and honest with students and encourage them to do the
same
 Develop a sense of interdependence
 Be personally involved rather than alienated
Relationship  Sustain positive and constructive conversations with and among
students
 Employ corrective measures without sarcasm and ridicule
 Employ communication that safeguards self-esteem and convey
respect
 Assist every student in building confidence
Questioning
Management
in Teaching
Simulation –
Discussion
• I. Motivation
Acknowledgements
◦ Audrey Glen Culliao, MSBiol of Saint Louis University
◦ Fortune Torrecampo, RMT, MPH of Saint Louis University
◦ PSTHE/PSTMLS Instructors

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MLS213: PSTMLS

Needs, desires, wants

◦The reason for people's actions, willingness

Review Proper/ Activities

Review Proper/ Activities

Repetition with attention

Repetition with attention

Method where facts, concepts, principles, and

Method where the teacher or a trained resource person

Formulation of a conclusion, definition, rule, principle, or formula based on knowledge of

2. Socio-drama – portrayal of special scenes/events from

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