Teaching-Learning Strategies to Achieve Affective Objectives

Lecture notes by Maria Elizabeth M. Grageda, PTRP, MHPEd

Asst. Professor, National Teacher Training Center for the Health Professions, University of the Philippines Manila

Affective Strategies
Teaching Attitudes
5 general methods:
▪ Providing information
▪ Provide examples or models
▪ Provide direct experience
▪ Provide opportunities for discussion
▪ Role playing exercises

Smith and Ragan (1999)

1. Demonstration of the desired behavior by a respected role model
2. Practice of the desired behavior, often through role playing
3. Reinforcement of the desired behavior

Gagne
1. Direct Method:
a. Communication: reasoning, feedback
b. Conditioning and Reinforcing (Skinner, 1968)
• arranging contingencies of reinforcement
2. Indirect Method through Human Models: the excellent & widely used method of
establishing or changing behavior
a. Role Playing
 Intentional modeling and role modeling
 Establishes consistency or inconsistency
b. Vicarious reinforcement (Bandura 1969) – show pleasure, satisfaction in doing
something

Sana (2010)
1. Indoctrination
• Transfer of set of values from one person or group to another
• Teaching by transmission of what is “right”
• Most effective way of socializing students to the norms accepted by
society in general or by a given profession in particular (Harim,
Kirschebbaum, Simon, 1973)
❖ Through:
➢ Rules & regulations
➢ Rituals, titles, and labels
➢ Reward and punishment
Strengths

Grageda for HP 221 - NTTCHP UP Manila

 ▪ Institutional loyalty
▪ Sense of belonging
▪ Professional socialization
Weaknesses
▪ blind obedience
▪ Failure to internalize values
2. Role Modeling
• Establishes consistency or inconsistency
• Challenges students to see if what is taught is sincerely what they want to
believe in & act upon
• demonstration of the desired behavior by respected models.
• “Not only do physician role models have a strong influence in shaping the
values, attitudes, behaviours and ethics of medical learners, they also have a
significant impact on career paths of their students” (Wright, 1998, 2002)

Phases on how to Role Model Effectively (Bandura)

1. Signify attention
2. Retention
The ability to store information is also an important part of the learning process.
The ability to pull up information later and act on it is vital to observational
learning.
3. Reproduction
Students are given opportunities to practice the desired behavior & repeat it
4. Motivation
Students are convinced of the significance of the behavior & consistently
demonstrate the behavior

3. Values Clarification
• most seemingly unstructured, student-centered strategy to teach attitudes and
values.

Values Clarification Process

1. Choosing
• Freely
• Alternatives
• After thoughtful consideration of the consequences and alternatives
2. Prizing
1. Cherishing, being happy with the choice
2. Willing to affirm the choice publicly
3. Acting
1. Doing something with the choice
2. Repeatedly, in some pattern of life

Values Clarification Strategies

Grageda for HP 221 - NTTCHP UP Manila

 a. Choosing
1. Encourage the students to make choices and make them freely.
2. Help students discover and examine available alternatives when
faced with choices.
3. Help students weigh alternatives thoughtfully, reflecting on
consequences of each.
b. Prizing
1. Encourage students to consider what they prize or cherish
2. Give students opportunities to make public affirmations of their
choices
c. Acting
1. Encourage them to act, behave, and live in accordance with their
choices
2. Help the students examine repeated behaviors or pattern in their
lives.

Some Clarifying Questions that teachers can practice in asking students (Raths et
al.,1966)
1. How did you feel when that happened? – understands that their feeling are part of
their understanding and awareness for students
2. What do you mean by__? Can you define that word? This pushes understanding
to clarify & help students prevent mouthing of words that they do not mean or
understand
3. Where would that lead? What are its consequences? – consequence of ideas &
choices of students
4. Is that very important to you?

MAKE THEM REFLECT ON THEIR CHOICES & ACTIONS

References:
Arends RI. (1998). Learning to Teach. Boston: Mc Graw-Hill, Co. Inc.
Cox KR and Ewan C. (1988). The Medical Teacher. New York: Churchill Livingstone.
Davies IK. (1981). Instructional Technique. New York: McGraw-Hill, Co.
Sana, E (2010). Teaching and Learning in the health Sciences. Quezon City.

Grageda for HP 221 - NTTCHP UP Manila