STEPS IN WRITING A HEALTH EDUCATION PLAN
measured along a continuum from simple to complex”.
1. Assess the learning needs by answering the
following:
a. What are the characteristics and learning
capabilities of the learner or client?
b. What needs have been identified and
prioritized in terms of health promotion, risk
reduction and health problems?
c. What knowledge does have in relation to the
subject matter?
d. Is the client motivated to change unhealthy
behaviors?
FORMULATING BEHAVIORAL OBJECTIVES:
Behavioral objectives act as the guide or compass of the
educator in planning implementation and evaluation of
teaching and learning outcomes.
Definition of terms: (Bastable, 2003)
a. Educational or instructional objectives---are
used to identify the intended outcomes of
the education.
b. Behavioral or learning objectives---make use
of the modifier behavioral or learning to
indicate that they are action-oriented rather
c. Goal---is the final outcome
d. Objective---is a specific, single, unidimensional behavior.
Three steps that link behavioral objectives together:
1. Identify the testing situation (condition)
2. State the learner and the learner’s
behavior (performance)
2. State the performance level (criterion)
Three-Part Method of Writing Behavioral Objectives
Taxonomy-is a classification, categorization or
arrangement of things based on their relationship with
one another.
Taxonomy of Educational Objective by Bloom, et al (1956)
is a tool for the systematic
Classification of behavioral objectives which are divided into
three broad categories or domains:
1. cognitive- known as the “thinking domain”. The most
influential mapping of the cognitive terrain is still the
extensive classification system devised by Benjamin Bloom
and his colleagues (1956, 1971) known as the “Bloom
taxonomy” which claims that “cognitive abilities can be
Six Levels of Cognitive Behavior:
a. Knowledge-ability to memorize, recall, define,
recognize or identify specific information, like facts,
rules, principles, conditions and terms.
b. Comprehension-ability of the learner to understand
or appreciate what is being communicated by defining
or summarizing it in his or her own words knowledge is
a prerequisite component.
c. Application-learner’s ability to use or relate ideas,
concepts, abstractions and principles in particular and
concrete situations
d. Analysis---ability of the learner to recognize, examine,
scrutinize and structure information by breaking it down
into its constituent parts and specifying relationship
between parts.
e. Synthesis-learner’s ability to put together or merge parts
and elements into a unified whole by creating a unique
product or output that is written, oral, pictorial.
f. Evaluation-learner’s ability to judge, assess or appraise
the value, significance, importance of something like an
essay.
TEACHING METHODS MOST COMMONLY USED IN THE
COGNITIVE DOMAIN:
• lecture/ discussion, one- to- one
instruction, programmed instruction
• simulations and games, computer assisted
programs
2. affective- the “feeling” domain Involves “increased
internalization or commitment of feeling expressed
as emotions, interests, attitudes, values,
appreciations.
Levels of Affective behavior:
1. Receiving-ability of the learner to show awareness
of an idea or fact or consciousness of a situation or
event in the environment and motivation to
selectively focus on a data or stimulus.
2. Responding-learner’s ability to react to an
experience then voluntarily accept and enjoy this
new experience.
3. Valuing-the learner’s ability to accept or regard the
worth of a theory, idea or event where there is
definite willingness and intention to behave in a
manner befitting that value.
 4. Organization-ability of the learner to sort-out 5. Naturalization- sequence of actions is automatic,
categories, classify and prioritize values into one’s consistently high level of coordination of
present value system movements, errors are almost non-existent.
5. Characterization---learner’s ability to integrate
values into a total philosophy (way of Life) or world
view ( a paradigm, model or standard) and PHASES IN TEACHING PSYCHOMOTOR SKILLS:
showing firm commitment and consistency in
applying these values into value system or a cluster 1. Demonstration phase-this is a crucial phase where the
(set) of values. instructor must be able to smoothly, skillfully and
successfully demonstrate the procedure which the students
TEACHING METHODS MOST COMMONLY USED IN THE must be able to see and hear clearly.
AFFECTIVE DOMAIN (Bastable, 2003):
2. Guided practice-the learners must be able to explore
• Affective questioning and manipulate the equipment right after the
• Low-level affective questions demonstration.
• Midlevel affective questioning
• High level affective questioning 3. The third phase in teaching psychomotor skills is
mastery. Mastery performance is skilled, smooth and
• Case study: used to develop critical thinking skills by
dexterous and is the final phase in the development of a
exploring beliefs, values and attitudes of the
psychomotor skill.
participants who are actively participating rather
than being neutral observers. * The rationale of the effectivity of demonstrations on skills
• Role Playing: provides opportunities to practice new learning is based on Bandura’s Social Learning theory (1977)
values learned, dissect the situation and apply which states that “people learn as they observe other
problem-solving to personal problems. people’s behavior.”
• Simulation (imitation, mock) gaming: Process games
(games involving procedures) with flexible rules are
controlled by the participants and are used to attain
the affective behavioral objectives.
• Group discussion: provides opportunities for
clarifying personal, social and moral values for
increasing self-awareness, self-discovery and self-
acceptance.

3. Psychomotor-or the “skills domain” involves motor

skills (fine or gross). Easier to identify and measure
because it includes primarily overt movement
oriented activities that are easily observed.

Five Levels of Psychomotor Objectives:

1. Imitation---the learner follows what was observed

and movements are gross, lacks refinement and
time or speed in its execution depends on the
learner’s needs or readiness.

2. Manipulation---the learner uses the written

procedures or handouts as the guide and the time
and speed may vary.

3. Precision- logical sequence of actions is carried

out and the learner’s actions are more coordinated
with lesser errors.

4. Articulation- logical sequence of actions

movements are coordinated at a high level, errors
are limited