PERSPECTIVES

ON TEACHING
AND LEARNING
Prepared and presented by:
Ma. Micah Bañano
Shella May Porbulan
Pablo Montealegre
Jane Pleta
PRESPECTIVES ON TEACHING AND
LEARNING

A. Overview of Education on Health Care

B. Concepts of teaching and learning
C. ASSURE Model as Education Process Paradigm
D. Hallmarks of Effective Teaching
E. Principles of Good Teaching Practice for Undergraduate
Education
F. Barriers of Education and Obstacles to Learning
G. Therapeutic and Non-Therapeutic Techniques in
Communication
3
 CONCEPTS OF EDUCATION IN
RELATION TO HEALTH CARE

A. OVERVIEW OF EDUCATION IN
HEALTH CARE
 • Health education is a process concerned
with designing, implementing and
evaluating educational programs that
WHAT IS enable families, groups, organizations and
HEALTH communities to play active roles in
achieving, protecting and sustaining health.
EDUCATION • It is also defined as “any combination of
5

? learning experiences designed to facilitate

voluntary adaptations of behavior
conducive to health (Green et al., 1980)
 “
According to The Code of Ethics for
Health Educators, Association for the
Advancement of Health Education, the
purpose of health education is to
“contribute to health and well-being by
promoting lifestyles, community actions
and conditions that make possible to
live healthful lives”

6
 CONCEPTS OF
TEACHING,
LEARNING AND
EDUCATION PROCESS
 WHAT IS THE CONCEPT OF
LEARNING?
▹ Learning is about a change: the change
brought about by developing a new skill,
understanding a scientific law, changing an
attitude. The change is not merely incidental or 8

natural in the way that our appearance

changes as we get older. Learning is a relatively
permanent change, usually brought about
intentionally.
▹ Other learning can take place without
planning, for example by experience.
TEACHING
▹ is a deliberate intervention involving the
planning and implementation of
instructional activities and experiences to
meet the intended learner outcomes based 9

on the teaching plan.

▹ is the concerted sharing of knowledge and
experience, which is usually organized
within a discipline
LEARNING
▹ is a change in behavior (knowledge, skills
and attitudes) that can occur at any time or
in any place as a result of exposure to
environmental stimuli. 10

▹ is an action by which knowledge, skills and

attitudes are consciously or unconsciously
acquired and behavior is altered which can
be seen or observed.
THE EDUCATION PROCESS
▹ is a systematic, sequential, planned
course of action with teaching and
learning as its two major interdependent 11
functions and the teacher and learner as
the key players involved (Bastable,
2003).
INSTRUCTION
▹ is just one aspect of teaching which involves
communicating information about specific
skill (cognitive, affective or psychomotor). It
is sometimes used interchangeably with 12

teaching.

▹  defined previously as "the purposeful

direction of the learning process"
PATIENT EDUCATION
▹ A process of assisting people to learn health
related behaviors (knowledge, skills,
attitudes, values) which can be incorporated
13
into their everyday lives.
▹ Patient education can be defined as
the process of influencing patient
behavior and producing the changes in
knowledge, attitudes and skills necessary to
maintain or improve health.
STAFF EDUCATION
▹ is the need to be knowledgeable about the
principles of teaching and learning.
Instead of the “teacher learning”, the
paradigm has shifted to focus on the 14

“learner learning”.
▹ Hence, the nurse/educator needs to know
not only the subject matter but also her
role in the teaching-learning process and
the nature of the learner.
15
PILLARS OF THE LEARNING PROCESS

1. Teacher
2. Learner
3. Subject-Matter
Each component has its own contribution to the whole process of
teaching and learning. Studies have shown that:

a. The vital role of the teacher is motivating students

to learn 17

b. And inspiring them to get out of their comfort

zones, to stretch and develop the 98% portion of
their brain which is still untapped and unused.
ASSURE MODEL AS EDUCATION
PARADIGM
ASSURE MODEL
▹ The ASSURE model is an instructional
system or guideline that teachers can use to
develop lesson plans which integrate the use
of technology and media (Smaldino, Lowther 19

& Russell, 2008).

▹ The ASSURE Model places the focus on the

learner and the overall outcome of
accomplishing learning objectives.
ASSURE MODEL
▹ The ASSURE model was developed
by Heinrich and Molenda in 1999.

20
▹ It is a well- known instructional design
guide using constructivist perspective
which integrates multimedia and
technology to enhance the learning
environment
21
A – Analyze the Learner
▹ identify who your learners are based on;

1. General characteristics – like age, highest educational

attainment or grade level, socioeconomic factors, 22

ethnicity and culture.

2. Specific learner competencies – like knowledge, skills

and attitudes regarding the topic;
a. Information-processing habits – like
analytical/global/focused/non-focused,
reflective/impulsive, narrow/broad categorization,
tolerant/intolerant or incongruities

b. Motivational factors – attention span, factors which 23

may interfere which learning like anxiety, depression,

etc.

3. Learning styles – which refer perceptual preferences

and strengths like visual, auditory, tactile and
kinesthetic
S – State Objectives
▹ State the objectives using SMART

24
 S- Select, Modify or Design
Materials
▹ Select the instructional media and materials
by:

25

a. Selecting the available materials

b. Modifying existing materials
c. Designing, revising or making new materials
 U – Utilize Materials
▹ Use the materials and the instructional media
by:
a. Reviewing the materials and maximizing the use
of the materials 26

b. Practicing the use of the materials and the

instructional media
c. Preparing the classroom, equipment and facilities
d. Presenting the materials using your skills and
teaching styles
R – Require Learner Response
▹ Require learner participation by preparing
activities that will encourage students to
respond and actively participate;
27

▹ The teacher should give appropriate

feedback to the students’ responses.
 E - EVALUATION
▹ Evaluate and revise… to evaluate the effectivity
of the presentation, the following questions may
be asked;
- Was the visual material able to help me make a 28

clear, coherent and interesting presentation?

- Was it able to help me meet the objectives of the
lesson?
- Was it able to help the learners/trainees meet the
objectives of the lesson?