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UNIVERSITY OF SANTO TOMASFaculty of Pharmacy

An Outcomes-Based Teaching-Learning Program for Health Education2nd  Semester, A.Y. 2015-2016

Course Title: PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION

Course Number : MTEDUC

Credit Units: 3 units lecture

Contact Hours: 3 hours lecture per week (54 hours per semester)

Course Placement: 2nd

 year – 2nd

 semester  

Pre-requisites: None 

Course Description: This course deals with the principles and teaching/learning strategies in health education including adultlearning, the roles of teacher/medical technologist in different setting. It also includes strategies that enhancecritical thinking, clinical laboratory teaching, assessing and evaluating learning. Moreover, it highlights theimportance of teaching as a noble profession and as a recognized practice of medical technology.

Students will be having a teaching demonstration as part of the course requirement. Furthermore, they are alsorequired to submit all the activity sheets and paper presentations related to this course.

Course Facilitators: Assoc. Prof. Edilberto Manahan, RMT, Ph.D. (ASCP i), Asst. Prof. Gregorio L. Martin I, RMT, MSMT, MPH, Asst. Prof. Ron Christian M. Sison, RMT, MPH, Assoc. Prof. Ma. Frieda Hapan, RMT, Ph.D., Mariejim Diane P.Lee, RMT, MSMT, Julius Eleazar dC. Jose, RMT, MAEd, MSMT, Asst. Prof. Vivian Asuncion, RMT, MSMT,

 Asst. Prof. Ma. Soccorro Crooc, RMT, MSMT

Approved by: Prof. Aleth Therese L. Dacanay, PhDDean

Date of Approval: January 18, 2016

https://www.facebook.com/pages/University-of-Santo-Tomas-Faculty-of-Pharmacy/109423872408574http://ph.images.search.yahoo.com/images/view;_ylt=A2oKiHH5o_BRqCcANPm1Rwx.;_ylu=X3oDMTFxcmduOGEyBHNlYwNzcgRzbGsDaW1nBG9pZAM0NWIxOTZjMjUwMTFlODlmY2YxNmRjMjc2YTYzYzEyNwRncG9zAzQ-?back=http://ph.images.search.yahoo.com/search/images?p=new+ust+logo&fr=yfp-t-711&fr2=piv-web&tab=organic&ri=4&w=400&h=400&imgurl=a0.twimg.com/profile_images/1411236598/400px-Seal_of_the_University_of_Santo_Tomas_svg.png&rurl=http://twitter.com/ust400logo&size=59KB&name=%3Cb%3EUST+Logo+%3C/b%3E(ust400logo)+on+Twitter&p=new+ust+logo&oid=45b196c25011e89fcf16dc276a63c127&fr2=piv-web&fr=yfp-t-711&tt=%3Cb%3EUST+Logo+%3C/b%3E(ust400logo)+on+Twitter&b=0&ni=96&no=4&ts=&tab=organic&sigr=10tffmjrm&sigb=138mnkvt1&sigi=12quvaqkt&.crumb=hT60iigJRh.&fr=yfp-t-711

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INSTITUTIONAL INTENDED LEARNING OUTCOME(GRADUATE ATTRIBUTES)

PROGRAM INTENDED LEARNINGOUTCOME

COURSE INTENDED LEARNINGOUTCOME

Academic Excellence 

Show expertise in the competencies necessary to thepractice of profession

Exhibit innovative application of

teaching/learning concepts, principles, andskills recognizing teachning as a nobleprofession in the practice of medicaltechnology.

1. Demonstrate mastery of

knowledge and skillsin dealingwith the principles andteaching/learning strategies inhealth education.

Leadership and TeamworkDemonstrate capacity for leadership and teamworkincluding the ability to motivate others, to beresponsible and reliable

Demonstrate competence and leadership incollaborative works as members of the healthcare profession.

2. Show leadership roles andexpress teamwork amongmembers in presenting theirideas and opinions.

Critical Thinking, Research and Problem Solving SkillsInitiate innovative ideas and methods through research

responsive to the changing needs of the society

Employ analytical and critical abilities inidentifying and resolving health problems and

issues by applying various researchapproaches.

3.  Apply one’s critical skills andcreative ideas in assessing,

interpreting and evaluatingresearch problems.

Productivity and AccountabilityDevelop new knowledge and understanding that willcontribute to nation-building and sustainabledevelopment through the processes of inquiry,research and innovation

Manifest Christian values and moral principlesreflective of the Thomasian identity in creatingadvanced knowledge through research.

4. Develop new teaching andlearning strategies in healtheducation and perform themin a actual classroom setting.

Social and Ethical ResponsibilityUphold Catholic values and moral principles reflectiveof a competent, committed and compassionateThomasian in the formation of humanely progressive

and healthy society

Engage to ethical work standards and applyingThomasian principles for the improvement ofthe quality of life.

5. Apply the knowledge and skillsgained in medical technologyeducation in community worksensuring the practice of

Thomasian ideals.

Communication and Relational SkillsDevelop effective communication competencies throughinterpersonal skills and utilize information technologyresponsibly as an effective tool in exploring andexpressing ideas .

Demonstrate expertise in the utilization of thedifferent communication skills as applied tomedical technology profession andinvolvement in local and internationalprofessional organizations.

6. Participate in thedissemination of researchinformation through media inboth written and oralcommunication in local orinternational conventions andseminars.

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Intended LearningOutcomes

ContentTeaching-Learning

ActivitiesAssessment Tasks

Understand the conceptand interrelatedness ofteaching and learning.(CILO 1) 

Explain the ultimate goalof teaching. (CILO 1) 

Describe ways tomaximize students’learning by expressingthem through

communication andrelational skills. (CILO 6) 

CHAPTER I: INTRODUCTION TO TEACHINGAND LEARNING

 A. Nature of Teaching1. As an art2. As a science

B. Method of TeachingC. Forms of Teaching

1. Authoritarian2. Democratic

D. Device and Tool of TeachingE. Principles of TeachingF. Functions of Aims and Objectives of TeachingG. Context of TeachingH. Outcomes of Learning

1. Cognitive2. Affective3. Psychomotor

I. Types of LearningJ. Laws of Learning

1. Primary Lawsa. Law of Instinctb. Law of Readinessc. Law of Exercise

2. Secondary Lawsa. Law of Multiple Responseb. Law of Mindset

c. Law of Analogyd. Law of Effecte. Law of Gradual-Reaction

Changef. Law of Piece-Meal

  Integrated lecturepresentation

  Small group discussion

  Core group activity

  Case study

  Situational analysis

  Debate

  Objective tests

  Graded recitation

  Group presentations

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Characterize an effectiveteacher and understandthe significance of

motivational tool inteaching-learninginteraction. (CILO 1) 

Develop communicationskills in a typical learningsituation in a classroomsetting. (CILO 6) 

Promote ethical andsocial responsibilities inclassroom management.(CILO 5) 

CHAPTER II: THE EFFECTIVE TEACHER

 A. Instructional CompetenciesB. Personal CharacteristicsC. Role of Teacher

D. Types of Motivation1. Intrinsic2. Extrinsic

E. Levels of Motivation1. Positive2. Negative

F. Techniques for MotivationG. Classroom Management

1. Teacher as a Classroom Manager2. Problem Areas in Classroom

Managementa. Monitoring students

b. Making transitionsc. Giving assignmentsd. Brining closure

  Integrated lecturepresentation

  Small group discussion  Core group activity

  Case study

  Reporting

  Project presentation

  Objective Tests

  Class participation

  Graded recitation  Question and answer

activity

FIRST SHIFTING PERIOD

Understand the importantrole of planning inteaching-learningprocess. (CILO 1) 

Differentiate the threedomains of learning. (CILO1) 

 Apply critical thinkingskills in evaluating coursesyllabi and lesson plans.(CILO 3) 

CHAPTER III: INSTUCTIONAL PLANNING

 A. Inputs to the Planning Process1. Knowledge of Learner2. Knowledge of Subject Matter3. Knowledge of Teaching Methods

B. Instructional Objectives1. Purpose2. Coverage

C. Learning Domain1. Cognitive2. Affective3. Psychomotor

D. Lesson Plan1. Content2. Classification

  Integrated lecturepresentation

  Small group discussion

  Core group activity  Case study

  Reporting

  Project presentation

  Objective Tests

  Class participation

  Graded recitation

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E. Course Syllabus1. Parts2. Types

a. Detailedb. Semi-detailed

c. Brief

Define and analyze thedifferent strategies inteaching and demonstrateleadership roles in thepractical application. (CILO1,2) 

Understand theimportance of the use oftechnology in teaching.(CILO 1) 

Develop goodcommunication skillsthrough classroom-basedexercises. (CILO 6) 

CHAPTER IV: DIFFERENT METHODS OFTEACHING  – BASIC APPROACHES ININSTRUCTIONS

 A. Definition of Teaching StrategyB. Different Styles of Teaching Methodologies

1. Lecturea. Typesb. Tips on Effective Lecturingc. General Steps

2. Lecture-Demonstration

3. Questioning Methodsa. Convergentb. Divergentc. Evaluatived. Reflective

4. Reporting5. Case-Study Method6. Role-Playing7. Buzz Session8. Debate Forum9. Panel Forum10. Round Table Conference

C. Miscellaneous Forms1. Team Teaching2. Simulation3. Module4. Seminar Workshop5. Computer-Assisted Instruction

D. Teaching Approaches1. Discovery2. Conceptual3. Process4. Inquiry

  Integrated lecturepresentation

  Small group discussion

  Core group activity

  Case study

  Reporting

  Project presentation

  Teaching demonstration

  Objective Tests

  Class participation

  Graded recitation

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5. CommunicativeE. Instructional Material in TeachingF. Guides in Teaching Demonstration

SECOND SHIFTING PERIOD

Explain the importance oftest measurement andevaluation. (CILO 1) 

Differentiate the types oftests and their practicalapplication. (CILO 1) 

Enumerate the ways of

measuring learning. (CILO1) 

CHAPTER V: EDUCATIONAL MEASUREMENTAND EVALUATION

 A. Basic ConceptsB. Importance of EvaluationC. Different Aspects of Growth to be EvaluatedD. Sources of Evaluation InformationE. Types of Tests

1. As to Mode of Response2. As to Ease of Quantification of

Response3. As to Test Constructor

4. As to Mode of Interpreting Results5. As to Nature of the Answer

F. Measurement of Learning in the CognitiveDomain

1. Characteristics of Good Test2. Steps in Constructing Classroom

Tests3. Preparing TOS4. Guidelines in Writing Test Items

G. Evaluation of Learning in the PsychomotorDomain

1. Rating scale

2. Check lists3. Rubrics4. Portfolios

H. Evaluation of Learning in the AffectiveDomain

1. Attitude scale2. Questionnaire3. Simple projective techniqes4. Self-expression techniques5. Rubrics

  Integrated lecturepresentation

  Small group discussion

  Core group activity

  Case study

  Reporting

  Project presentation

  Objective Tests

  Class participation

  Graded recitation

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THIRD SHIFTING PERIOD

REFERENCES:Bruce Joyce, Marsha Weil, and Emily Calhoun.(2009). Models of Teaching. Boston: Pearson/Allyn and Bacon PublishersOrlich, Donald. (2007). Teaching Strategies: A Guide to Effective Instruction. Boston, MA: Houghton Mifflin Co. Sotto, Eric. (2007). When Teaching Becomes Learning: A Theory and Practice of Teaching. NY: Continuum International Tileston, Donna Walker. (2007). Teaching Strategies for Active Learning: Five Essentials for your Teaching Plan. Thousand Oaks, CA : Corwin Press Vega, Violeta A. (2008). Practice Teaching Handbook . Mandaluyong City: Books Atbp. Publishing

GRADING SYSTEM:

Grading System: Long Exam 40%First Shifting - 30% Quizzes 20%Second Shifting - 35% Activity Sheets/Group Activities 20%Third Shifting - 35% Recitation/Assignment 10%

100% Attendance 10%100%

For the 3rd

 Shifting Period

 Attendance 10%Quizzes 20%

 Activity Sheets 20%Teaching Demo 50%

 _____100%

Course Policy: 80% attendance; 60% passing

http://ustlib.ust.edu.ph/search/aSotto%2C+Eric./asotto+eric/-3,-1,0,B/browsehttp://ustlib.ust.edu.ph/search/aTileston%2C+Donna+Walker./atileston+donna+walker/-3,-1,0,B/browsehttp://ustlib.ust.edu.ph/search/aVega%2C+Violeta+A./avega+violeta+a/-3,-1,0,B/browsehttp://ustlib.ust.edu.ph/search/aVega%2C+Violeta+A./avega+violeta+a/-3,-1,0,B/browsehttp://ustlib.ust.edu.ph/search/aTileston%2C+Donna+Walker./atileston+donna+walker/-3,-1,0,B/browsehttp://ustlib.ust.edu.ph/search/aSotto%2C+Eric./asotto+eric/-3,-1,0,B/browse

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TENTATIVE COURSE CALENDAR:

WEEK CONTENT

1 Overview

2, 3 Chapter 1

4, 5 Chapter 26 FIRST SHIFTING EXAMINATION 

7, 8 Chapter 3

9,10,11 Chapter 4

12 SECOND SHIFTING EXAMINATION

13 Chapter 5

14, 15, 16,17, 18

Teaching Demonstration

19 THIRD SHIFTING EXAMINATION