HE TOPIC 1: HEALTH EDUCATION PROCESS "DEVELOPING A HEALTH EDUCATION PLAN

Mager (1997)

• Developed a system for writing behavioral objectives.

Bloom’s taxonomy

• used to define and distinguish different levels of human cognition. i.e., thinking, learning and understanding.

Bloom’s taxonomy

• originally published in 1956 by a team of cognitive psychologist at the University of Chicago.

• named after the committee’s chairman, BENJAMIN BLOOM

Original taxonomy was organized into three domains

1. Cognitive

2. Affective

3. Psychomotor

Revised taxonomy by Lorin Anderson and David Krathwohl

A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives

Knowledge was changed to

Remembering.

Comprehension became

Understanding

Synthesis was renamed

Creating

Creating

highest level in classification system, switching places with Evaluating.

Bloom’s Taxonomy

Skills

• preparing and classifying behavioral objectives.

• necessary function of educator’s role.

Educational

• used to identify the intended outcomes of the education process.

Instructional

• describe the teaching activities, specific content areas, and resources used to facilitate effective instruction.

Behavioral/Learning

• describe precisely what the learner will be able to do following a learning situation.

Goals

• final outcome to be achieved at the end, broad, long-term targets and multidimensional.

Objectives

• Specific, single, one-dimensional, short-term and achieved at the end of one teaching seassion.

Behavioral objective

• describes a performance that learners should be able to exhibit before they are considered COMPETENT.

THREE IMPORTANT CHARACTERISTISTICS ACCORDING TO MAGER:

1. Performance

2. Condition

3. Criterion

Performance

• what should the learner be able to do?

Condition

• unser which conditions should the learner be able to do it?

Criterion

• how well must the learner be able to do it?

ABCD RULE BY SMALDINO LOWTHER AND RUSSEL

A - AUDIENCE (WHO)

B- BEHAVIOR (WHAT)

C - CONDITION (UNDER WHICH CIRCUMSTANCE)

D- DEGREE (HOW WELL, TO WHAT EXTENT, WITHIN WHAT TIME FRAME)

THREE DOMAINS LEARNING

1. COGNITIVE

2. AFFECTIVE

3. PSYCHOMOTOR

CREATIVE

MENTAL SKILLS (KNOWLEDGE)

AFFECTIVE

• GROWTH IN FEELINGS OR EMOTIONAL AREAS (ATTITUDE OR SELF)

PSYCHOMOTOR

• MANUDAL OR PHYSICAL SKILLS (SKILLS)

KNOWLEDGE

• ABILITY TO RECALL INFORMATION.

COMPREHENSION

• IT REFERS TO UNDERSTANDING THE DATA.

APPLICATION (COGNITIVE DOMAIN)

• USING KNOWLEGE IN A NEW SITUATION. IT REFERS TO APPLY KNOWLEGE.

ANALYSIS (COGNITIVE DOMAIN)

• HELPS STUDENTS TO UNDERSTAND THE DIFFERENCE BETWEEN FACTS AND OPINIONS.

SYNTHESIS (COGNITIVE DOMAIN)

• TO COMBINE DIFFERENT PARTS OF INFORMATION TO FORM A PATTERN. SYNTHESIS GIVES NEW MEANING.

EVALUATION (COGNITIVE DOMAIN)

• THE ABILITY TO FORM JUDGMENTS ABOUT A SITUATION.

RECEIVING INFORMATION (AFFECTIVE DOMAIN)

• PERSON BECOMES AWARE OF THE FEELINGS AND EMOTIONS.

RESPONSING TO THE SITUATION (AFFECTIVE DOMAIN)

• MEANS PEOPLE RESPONDING TO PHENOMENA. IT INVOLVES THE ACTIVE PARTICIPATION OF THE PEOPLE

VALUING

• A PERSON PLACES VALUE ON SOMETHING WHICH HE FINDS IMPORTANT. THE ABILITY TO SEE THE WORTH OF SOMETHING.

ORGANIZATION

• A PERSON GIVES MORE IMPORTANCE TO SOME VALUES OVER ANOTHER.

CHARACTERIZATION (AFFECTIVE DOMAIN)

• ABILITY TO INTERNALIZE VALUES.

• HERE INTERNALIZED VALUED CONTROL A PERSON’S BEHAVIOR.

PERCEPTION (PSYCHOMOTOR DOMAIN)

• APPLIES SENSORY INFORMATION TO MOTOR ACTIVITY.

SET (PSYCHOMOTOR DOMAIN)

• PERSON HERE IS READY TO ACT ON THE GIVEN OPPORTUINIY

GUIDED RESPONSE (PSYCHOMOTOR DOMAIN)

• REFERS TO A PERON’S ABILITY TO COPY A BEHAVIOR.

MECHANISM

• PERSON’S ABILITY TO CONVERT RESPONSES INTO A HABIT.

• IT MEANS TO BE SKILL-FULL

COMPLEX CLEAR RESPONSE

• A PERSON’S ABILITY TO PERFORM COMPLEX PATTERNS OF ACTION.

ADAPTATION

• MEANS TO ADAPT ONE’S BEHAVIOR IN CASE OF SPECIAL EVENT

ORIGINATION

• TO FORM NEW WAYS OR PATTERNS FOR A SITUATION.

TEACHING PLAN

• BLUE PRINT TO ACHIEVE THE GOALS AND OBJECTIVES THAT HAVE BEEN DEVELOPED.

• SHOULD INDICATE PURPOSE, CONTENT, METHODS, TOOLS, TIMING AND EVALUATION OF INSTRUCTION

• CAN BE PRESENTED IN MANY DIFFERENT FORMAT

PURPOSE

• to porive mother of male newborns with the information necessary to perform post circimcision care

GOAL

• mother will independently manage post circumcision care for her baby boy

Objectives

• following a 20-minute teaching session, the mother will be able to demonstrate the procedure for post circumcision care with each diaper change

Content outline

• depeneds on the assessment of the learner’s need, readiness to learn and learning style.

method of teaching

• should be appropriate for the information bering taught, the learners and the setting.

methods of evaluation

• should mathc the domains of each objective and validate whether the goal has been met.

• must measure the desired learning outcomes to determine if and to what extent the learner achieved the goal.