MLS213 PSTMLS MODULE01 Introduction-To-Education

MODULE IN
PRINCIPLES AND STRATEGIES

IN TEACHING MEDICAL
LABORATORY SCIENCE
MLS 213
Department of Medical Laboratory Science
SCHOOL OF NATURAL SCIENCES
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MLS 213
COURSE LEARNING OUTCOMES
At the end of the course, you should be

able to:
1. Apply education principles as a health
educator in the field of medical
laboratory science;
2. Analyze medical laboratory science
educational issues and concerns in the
Philippine setting;
3. Evaluate medical laboratory science
education policies and programs;
4. Employ medical laboratory education
strategies in the clinical setting;
5. Prepare teaching units applicable in
medical laboratory science;
6. Create effective instructional materials
PRINCIPLES AND for medical
education;
laboratory science
STRATEGIES IN TEACHING 7. Construct effective evaluative tools in

medical laboratory science
MEDICAL LABORATORY education;
SCIENCE 8. Demonstrate appropriate practice in
clinical setting;
9. Communicate effectively orally and in
writing using English and Filipino;
10. Adhere to sound educational
principles in the practice of medical
laboratory science teaching; and,
11. Value the teaching profession in the
holistic development of professionals.
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
COURSE INTRODUCTION
Dear future Registered Medical Technologists,
It is our desire to continue facilitating your learning despite the absence of the usual
classroom learning setting and fully take advantage of learning via distance education. This
course aims to provide you an avenue for discussion of medical laboratory science
education in general, its philosophical, socio-anthropological, legal, and psychological
foundations, as well as the processes and procedures that it entails. Through this course, you
should be able to define the role of the medical laboratory scientist as a health educator,
to discuss effective health education and health promotion, and to explain clinical teaching
and microteaching that simulates the actual health education interaction in the medical
laboratory setting.
With the on-going COVID-19 pandemic, it is now more than ever that you should fully realize
your role as a health educator. This is the time for you to envision yourself as a provider of an
extremely valuable service to our compatriots. Through learned principles, it is your role to
strategize effective health education through a variety of media in order to educate the
broadest group of people possible from educational venues to public and community
settings.
With these, we wish you all the best. May you have a very productive semester via distance
education.
Happy learning!
MLS213 Core Group
MODULE CONTENTS
Module Introduction 2
Module Contents 3
Module Self – Monitoring Form 4
ENGAGE ................................................................................. 5
EXPLORE ................................................................................ 6
EXPLAIN ................................................................................. 7
ELABORATE ............................................................................ 17
EVALUATE .............................................................................. 17
References 17
Annex A (See separate file)
MODULE SELF MONITORING FORM
DONE
ACTIVITIES
YES NO
Read the Module Introduction and Module Contents ☐ ☐
Do ENGAGE ☐ ☐
Do EXPLORE ☐ ☐
Read EXPLAIN ☐ ☐
Do ELABORATE ☐ ☐
Do EVALUATE ☐ ☐
Read Annex A ☐ ☐
Submit ELABORATE Activity ☐ ☐
MODULE 1 – INTRODUCTION TO EDUCATION
This module aims to describe education as an input, a process, and an output; the
various interacting foundations of education in general; and the elements of education.
Medical laboratory science education will be utilized to exemplify some features in the
discussion as necessary.
ENGAGE
What is education to you? Fill out the acrostic format below with phrases or statements
that begin with the letter indicated at the left side and that define or describe education in
your own words. This activity is ungraded and will not be submitted but you are highly
encouraged to accomplish it still and learn from the experience.
EXPLORE
The following table summarizes the different views on how education can be defined
or described. Feel free to add your other notions of what education is under the specified
view on the last row. Again, this activity is ungraded and will not be submitted but you are
highly encouraged to finish it.
Table 1. Definitive/descriptive notions of education
An input A process An output

• What a learner gets in • What a learner does in • What a learner has after
school school going to school
• Data, information, • Schooling, training, • Competency, ability,
instruction, knowledge indoctrination skill, degree, certification
• Culture which each • Process by which • Permanent change in
generation purposefully knowledge, character an individual’s behavior,
gives to those who are and behavior of the thoughts, and attitude
to be its successors (Mill, young are shaped and (Thompson, in Moore,
in Moore, 1982) molded (Drever, in 1982)
Moore, 1982)
*Moore, T.W. (1982). Philosophy of education, an introduction. London: Routledge & Kegan
Paul.
The selected cited notions are simply a sampling of several theories of education
which you can explore on your own, but in the interest of providing you with a perspective
setting by which to view education, the given examples should suffice. Notice that the
notions of education’s definitions/descriptions are closely linked to the aim and content of
education. These matters shall be covered in the succeeding parts of this module. At this
point, you should have refined your personal definition of education. You may record this on
the provided space below.
EXPLAIN
Understanding the whole education enterprise rests on your understanding of the
philosophical, socio-anthropological, legal, and psychological bases of education. In
addition, you need to know the key elements that make an education enterprise run: who
educates, what gets educated, and who gets educated.
Philosophical Foundations of Education

Much of the things that we do in education are governed by philosophical branches.
These essentially drive the decisions that we make about what, how, and why we teach.
These branches were undoubtedly introduced to you already in your introductory philosophy
classes so we proceed with linking them to education.
Metaphysics (nature of reality or existence) provides basis for the content of

education – what we think should be taught in schools because we believe them to be real.
Epistemology (nature and scope of knowledge) also impacts the content of

education, otherwise known as curriculum, and the method by which we ought to be
teaching this. Epistemology raises questions on what is it that we know and how do we know
that we know. Our knowledge based on what we sensed and perceived, what is revealed
to us, what authorities tell us to be true, what we arrived at using our own reasoning, and
how we utilize these knowledge are of epistemological concerns.
Axiology (value) affects what we should be learning and how we should be learning
as it provides us with an understanding of what a person or society considers good or
preferable. As such, axiology governs the standards by which education has to be done.
The combination of metaphysical, epistemological, and axiological influences in our

educational system are certainly reflected in our curricular emphases and teaching
methodologies.
At a narrower sense, several educational philosophies have been proposed to

account for specific aspects of education such as its aims, its curriculum, and the roles of
certain educational key players. Study these in Table 2.
Table 2. Summary of some educational philosophies
Classical/Traditional Schools of Thought

IDEALISM
•
Education must exist as an institution of human society concerned in
Aims of
one’s spirituality and not because of natural necessity alone.
education
• Education develops the individual spiritually, mentally, and morally.
Subjects offered should be essential for mental, moral, and spiritual
Curriculum development such as: Philosophy, Theology, History, Arts, Mathematics,
Literature, Values Education, GMRC, and Christian Living
Methods of Informal dialectic, questions and discussions, lecture, excursion and field
teaching trip, project method, meditation, reading
Creator of the educational environment; chief source of inspiration,
Role of
knowledge, and information; excellent mentally, morally, and spiritually;
teachers
a reserved person
A thinking institution; promotes high cognitive level of education;
Role of school
promotes cultural learning; develops moral character of a person
REALISM
• Give direction to individual’s basic potentialities and talents
Aims of • Determine the direction of one’s inherited tendencies
education • Provide an education that could produce individuals who can meet
their principal needs
Combination of subject matter and problem-centered concepts towards
acquisition of desirable habits, study habits, research skills, library skills,
Curriculum analytical and critical thinking, application of principles, effective use of
words, and habits of enjoyment; subject areas such as Natural Science,
Social Science, Arts, Poetry and Literature
Scientific method/ problem solving
1. Defining problems
Methods of
2. Observing factors related to problems
teaching
3. Testing hypothesis
4. Synthesizing
Help students realize earth’s physical forces; develop initiative and ability
Role of
to control the learners’ experiences; help learners realize that that they
teachers
create meanings from their experiences
Role of Develop discipline; regard learners as superior over subject matter;
school develop concepts and principles
Contemporary Schools of Thought
PERENNIALISM (TRUTH IS CONSTANT)

Internalize truths that are universal constant; develop rational thinking
Aims of
and intellectual mind; develop learner into a rational and intuitive
education
being
Focused on Arts and Sciences; great ideas or universal principles; moral,
Curriculum
aesthetic, religious, and intellectual topics
Methods of Subject-centered; reading and discussions; lectures
teaching
Role of Known masters of the discipline; intellectual disciplinarian
teachers
Produce elite individuals who will become intellectuals; surround
Role of school
students with “Great Books”
PROGRESSIVISM (TRUTH IS CHANGING)

Aims of Produce the “whole man” who will become a responsible member of
education society; give strength and meaning to community life
No structured curriculum/ child-centered curriculum; emphasis on life
Curriculum experiences; 4 H’s (health, head, heart, hand) for physical, intellectual,
emotional, social and manipulative skills
Problem solving; reflective strategies; cooperative learning strategies;
Methods of
socialized group activities; conferences/consultations; observation and
teaching
participation; experiential and social development
Facilitator who helps the students define meaningful problems, locate
Role of
relevant data sources, interpret and evaluate the accuracy of data, and
teachers
formulate conclusions
Role of Provide life experiences to be lived in itself and not as preparation for life
school
PRAGMATISM/ EXPERIMENTALISM
Aims of Social efficiency; quest for information and production of new ideas
education
Integrated and based on the problems of society; social duties and
Curriculum responsibilities; interdisciplinary (includes academic and vocational
training)
Methods of Experimental and scientific method; creative and constructive projects
teaching
Role of Facilitator of group works
teachers
Miniature society; provide balance and experience for democratic
Role of school living; provide an avenue where ideas are tested, implemented and
restructured
ESSENTIALISM
Aims of Develops individuals to perform justly, skillfully, and magnanimously;
education facilitate adjustment to cultural demands
Core skills like reading, writing, and arithmetic; teaching of essential facts;
Curriculum hard sciences; technical and vocational courses; arts and aesthetic
expressions; race and social heritage over experiences
Methods of Deductive methods, drills and assimilation techniques
teaching
Role of Provide stimulating activities for learning; authoritarian/disciplinarian
teachers
Role of Ensures mastery of essential skills; prepares students for real life situations;
school retains traditional methods of mental discipline
EXISTENTIALISM (FREEDOM TO CHOOSE AND ACT ON THOSE CHOICES)

Aims of Focus on individual humanity; to produce individuals who are aware of
education their freedom of choice
Curriculum As varied as possible
Methods of Inquiry approaches
teaching
Present principles and values of reasoning; good provider of
Role of
experiences and opportunities; effective questioner and
teachers
communicator
Role of school Create an atmosphere for active interaction
RECONSTRUCTIONISM
Aims of Awareness of societal needs and problems; quest for a better society;
education focus on students’ role in nation building
Curriculum Social change philosophy; societal needs and problems
Methods of Problem solving methods; forums and conferences; projects and
teaching project-based social interactions
Lead the young in designing programs for social, educational, practical,
Role of
and economic change; encourage learners to solve problems;
teachers
encourage community based projects
Primary agent of social change; venue for airing opinions/ideas; center
Role of school
of controversy and problem solving
Socio-Anthropological Foundations of Education
Within the confines of socio-anthropology, education aims to ensure that an
individual will belong to a group, assume roles within that group, and earn status in that
group through various mechanisms of socialization. In addition, education aims to transmit
culture – the shared products of human learning within that group – to an individual via
enculturation, acculturation, or both. Enculturation refers to the acquisition of one’s own
culture, while acculturation refers to the acquisition of some culture other than one’s own. In
short, the three functions of school education in society are socialization,
selection/allocation, and legitimization. Other aspects of socio-anthropology as it relates to
education include social class and status, equality, gender, and other social phenomena
occurring within educational settings, primarily in, but not limited to, school settings.
Society impacts education in that a society’s needs and aspirations provide the basis
for the establishment of its educational system. Education, in turn, lays the foundation for
human society. It is important for you to take into account the close interaction between
society and education along the following lines: material needs, structure, culture,
geographic situation, political situation, religious situation, financial situation, and changes
in both society and its educational system.
Later on, you will be reading about the components of education – the learner, the
teacher, the learning environment, and the curriculum – but note at this point that these
identified components are also parts of society. Thus, education is a sociological process.
This is further elaborated in the following items.
• The identified components of education are influenced by society.

• The needs of society provide foundation for the educational process.
• Current and predicted sociological needs dictate the educational curriculum.
• Educational management reflects the rules within the society where it operates.
• Social point of view in relation to building student character is deemed more
important.
• Resources spent on education come from society itself.
Legal Foundations of Education
Education in the Philippines is supported by several legal documents made and
enacted as early as during the colonization periods and ultimately getting constitutionalized
in the current Philippine constitution (1987 Philippine Constitution). Several legal documents
were then made pertaining to Philippine education in general or to specific aspects thereof.
The following are just some of the crucial legal bases of Philippine education:
• BP 232 (Education Act of 1982)

• 1987 Philippine Constitution
• RA7796 (Technical Education and Skills Development Act of 1994)
• RA 9155 (Governance of Basic Education Act of 2001)
• RA10533 (Enhanced Basic Education Act of 2013)
• RA10931 (Universal Access to Quality Tertiary Education Act)
• RA10678 (Unified Student Financial Assistance System for Tertiary Education Act)
Aside from constitutionalizing education and providing the necessary structure to

actualize the goals of education in the country, these legal bases, in brief, cover the
following key points:
Nature of the Filipino learner
• Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles
• Constructor of knowledge and active maker of meaning, not a passive recipient of
information
Needs of the Filipino learner
• Life skills
• Self-actualization
• Preparation for the world of work, entrepreneurship, higher education
Needs of national and global community
• Poverty reduction and human development

• Strengthening the moral fiber of the Filipino people
• Development of a strong sense of nationalism
• Development of productive citizens who contribute to the building of a progressive,
just, and humane society
• Ensuring environmental sustainability
• Global partnership for development
Notice how these echo some of the key points directly mentioned or implied in the
philosophical and socio-anthropological foundations of education. At this point, do realize
that the foundations of education are actually intertwined and that they, at some point,
may not be clearly discernible from each other, but their impacts on education should be
apparent to you by now.
Psychological Foundations of Education
The psychological foundations of education provide bases primarily on the manner
we conduct educational acts within our educational system. Educational psychology
primarily provides information and puts into perspective the teaching aspects of knowing
the students as learners, of conducting instruction and assessment, and of clarifying the
psychological awareness of those involved in the teaching profession. Table 3 provides an
overview of educational psychology along these lines.
Table 3. Educational psychology as it relates to learners, instruction and assessment, and

psychological awareness of educators
Sample Themes
• Learners’ stages of physical, cognitive, social,
emotional, and moral development and what they
can best learn at each of these stages
Learners
• Learners differ in terms of their motivation and
engagement, their intelligences, and other
psychosocial factors that affect their learning
• Learning occurs in various forms as proposed by the
behaviorist, cognitive, and humanistic views and
Instruction and
approaches
Assessment
• Assessing learning takes into account student
commonality as well as diversity
• Management of normal and deviant classroom
behavior
Psychological awareness
• Management of conflict and bullying
of educators
• Gender and cultural sensitivity
• Dealing with emotional and mental health issue
Some of the presented themes in Table 3 will be further elaborated in succeeding

modules. To illustrate, however, how differences in learners’ physical development can be
dealt with in a classroom setting, take a look at the following guidelines.
•
Try to seat smaller students so they can see and
participate in class activities, but avoid seating
arrangements that are obviously based on
Address students’ physical height.
differences in ways that do not call • Balance sports and games that rely on size and
unnecessary attention to the strength with games that reflect cognitive,
variation. artistic, social, or musical abilities, such as
charades or drawing games.
• Do not use, and do not allow students to use,
nicknames based on physical traits.
*Adapted from Woolfolk, A. (2016). Educational psychology, 13th edition. Essex, England:
Pearson Education Limited.
Notice that some of the recommended actions to deal with differences in physical
development inside a classroom are somewhat common sense in nature but these do have
educational psychology basis. Actually, a lot of the practices that we take for granted inside
our classrooms are founded on educational psychology.
Components of Education
The educational process involves four main components that include the learner, the
teacher, the learning environment, and the curriculum.
The basic characteristic of the learner is that he/she is for whom the educational
process is designed and implemented. Additional characteristics may be added based on
philosophical, socio-anthropological, legal, and psychological factors as may have been
mentioned or implied in the previous discussions. The key point is that the characteristics of
the learner plays a pivotal role in much of the decisions made regarding everything else in
the educational process. The role of the learner in the educational exercise is largely
dependent on the educational philosophy in place as well as the motivation of the learner
himself/herself for choosing to get an education in the case of higher education.
The teacher, just like the learner, has roles to play that are highly dependent on the
prevailing educational philosophy as well as the aim of the educational process for a given
particular scenario. Traditionally, the teacher is viewed as a master of his/her discipline from
whom all knowledge comes from. However, this view has been recently modified to be more
of a facilitator and co-creator of knowledge together with the learners so as to make the
knowledge created more meaningful, and thus better retained, by the learners. Also, when
discussing the teacher, general qualifications and personal traits come into mind. Requisites
are in place in almost all learning institutions for one wishing to become a teacher. Personal
traits that makes one an effective teacher are rather subjective and can be modified and
honed through practice and experience.
The learning environment, previously generally referred to as the school but was later
amended because learning need not occur in schools anymore, is characterized primarily
by its conduciveness for fruitful learning experiences. The learning environment is so designed
to maximize the acquisition of the learning material by the learner as well as the transmission
of the learning material by the teacher. Specifications again are subjective as these would
be highly dependent on the material to be learned.
The curriculum is the core of any educational transaction as it is the content to be

learned. Basic education curriculum is largely dependent on societal dictates and the
global needs. Higher education curriculum is also largely affected by traditional norms and
the needs of the industry to which graduates of the course are to be employed. The
curriculum in any given learning institution may be divided into the formal curriculum, the
extra-curriculum, and the hidden curriculum – all of which are acquired by learners either
actively or passively.
Formal curriculum refers to the actual approved educational contents that a learning
institution is authorized to teach to its learners. These include formal subjects such as the arts
and sciences in basic education and actual course contents in higher education. Extra-
curricular contents are offered as supplements to the formal curriculum to provide holistic
development to the learners. These include membership to authorized organizations and
clubs within learning institutions, sporting activities, and other similar activities. The hidden
curriculum covers materials gained by learners in institutions without the institution’s actively
teaching and also without the learners’ actively learning such materials – but learning
happens nonetheless. These include personal beliefs and mannerisms of the teacher, stance
of the learning institution regarding certain social issues, and other similar materials.
ELABORATE
Based on the preceding materials, accomplish the following tasks. This activity will be
submitted and graded. Copy the activity into the answer sheet template, accomplish the
tasks there, save the file then submit following instructions in the Google Classroom Classwork
post pertaining to this activity (for OBL learners) or as directed in the course guide (for CBL
learners). Grading will utilize the provided rubric at the end of the activity.
1. As a future health educator, which educational philosophy will mostly influence your
own educational philosophy? How will your chosen educational philosophy affect
your own educational philosophy? Limit your answer to 10 sentences only. (20 pts)
2. Explain two examples of social issues that have direct impacts in the Philippine
educational system. Limit your answer to 10 sentences only. (20 pts)
3. Enumerate two examples of common educational practices that you have

experienced and provide the educational psychology background for these
practices. Limit your answer to 10 sentences only. (20 pts)
Table 4. Rubric for rating each item under “Elaborate”
4 6 8 10
Instructions were Instructions were Instructions were Instructions were
not addressed. addressed. Some addressed. Most completely
Statements were statements were statements were addressed.
not supported by supported by supported by Statements were
facts or facts and facts and clearly supported
Content
examples. Most examples. Some examples. Most by many facts
content is not content is content is and detailed
accurate. accurate. accurate. examples. All
content is
accurate.
Many sentences Most sentences Few sentences No sentences
(>8) with flawed (4-7) with flawed (1-3) with flawed with flawed
structure and structure and structure and/or structure and/or
Mechanics spelling/grammar spelling/grammar spelling/grammar spelling/grammar
errors. Unclear errors. Some errors. Most ideas errors. All ideas
expression of ideas clearly clearly clearly
ideas. expressed. expressed. expressed.
EVALUATE
Putting all of your learnings so far into a single cohesive unit, take a look at how the
current medical laboratory science program that you are enrolled in is organized. Read the
attached Commission on Higher Education Memorandum Order (CMO) No. 13, Series of
2017 stipulating the “Policies, Standards and Guidelines for the Bachelor of Science in
Medical Technology/ Medical Laboratory Science (BSMT/MLS) Program”. Identify the key
educational foundations that were applied in the preparation of this CMO. This activity is not
graded and will not be submitted but it should form part of your introduction to medical
laboratory science education.
REFERENCES/SOURCE MATERIALS
Commission on Higher Education Memorandum Order (CMO) No. 13, Series of 2017. Office
of the President. Republic of the Philippines.
Moore, T.W. (1982). Philosophy of education, an introduction. London: Routledge & Kegan
Paul.
Woolfolk, A. (2016). Educational psychology, 13th edition. Essex, England: Pearson Education
Limited.
ANNEX
A – CMO-13-S-2017

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MODULE IN

PRINCIPLES AND STRATEGIES

Department of Medical Laboratory Science

SCHOOL OF NATURAL SCIENCES

COURSE LEARNING OUTCOMES

At the end of the course, you should be

STRATEGIES IN TEACHING 7. Construct effective evaluative tools in

Dear future Registered Medical Technologists,

MLS213 Core Group

Read the Module Introduction and Module Contents ☐ ☐

Submit ELABORATE Activity ☐ ☐

Table 1. Definitive/descriptive notions of education

An input A process An output

Philosophical Foundations of Education

Metaphysics (nature of reality or existence) provides basis for the content of

Epistemology (nature and scope of knowledge) also impacts the content of

The combination of metaphysical, epistemological, and axiological influences in our

At a narrower sense, several educational philosophies have been proposed to

Classical/Traditional Schools of Thought

PERENNIALISM (TRUTH IS CONSTANT)

PROGRESSIVISM (TRUTH IS CHANGING)

EXISTENTIALISM (FREEDOM TO CHOOSE AND ACT ON THOSE CHOICES)

• The identified components of education are influenced by society.

• BP 232 (Education Act of 1982)

Aside from constitutionalizing education and providing the necessary structure to

Nature of the Filipino learner

• Poverty reduction and human development

Table 3. Educational psychology as it relates to learners, instruction and assessment, and

Some of the presented themes in Table 3 will be further elaborated in succeeding

The curriculum is the core of any educational transaction as it is the content to be

3. Enumerate two examples of common educational practices that you have

Table 4. Rubric for rating each item under “Elaborate”

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