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MOTIVATION AND BEHAVIOR CHANGE

LEARNER CHARACTERISTICS
1. CULTURE
-invisible patterns that form the normal ways of acting, feeling, judging, perceiving and
organizing the world
-affects behavior and teaching/learning process
2. LITERACY
-ability to read and understand what is being read
-reading level and using material should be consistent with the clients ability
3. AGE

4. EDUCATION LEVEL AND HEALTH STATUS


-education level is significantly associated with health status

5. SOCIOECONOMIC LEVEL
PLANNING FOR LEARNING
LEARNING PRINCIPLES
1. Use several senses
2. Actively involve the patients or clients in the learning process
3. Provide an environment conducive to learning
4. Assess the extent to which the learner is ready to learn
5. Determine the perceived relevance of the information
6. Repeat information
7. Generalize information
8. Make learning a pleasant experience
9. Begin with what is known; move toward what is unknown
10. Present information at an appropriate rate
MOTIVATION AND BEHAVIOR CHANGE THEORIES
1. HEALTH BELIEF MODEL

2. TRANSTHEORETICAL OR STAGES OF CHANGE MODEL


>Five stages people go through in the process of change
a. Precontemplation
b. Contemplation
c. Preparation
d. Maintenance
e. Termination
3. THEORY OF REASONED ACTION

4. SOCIAL COGNITIVE THEORY

5. SELF-EFFICACY
-Four variables:
a.
b.
c.
d.

6. BEHAVIOR MODIFICATION THEORY

Course Planning
Refers to planning of courses of instructions
"What should my students be able to do when they have completed the course?"
Planning Process
1. First, consider the situational factors
2.Then, consider your learning goals for the course.
3. Next, plan how you will assess your students and give them feedback.
4. Finally, plan your teaching and learning activities to help the students reach these objectives.
Criteria of a Good Course
1.
2.
3.
4.
5.

Planning

Factors to Consider in Planning


1. The units to be taught in the subject
2. The objective to be realized through the various units
3. The number of periods available for the semester
4. The number of period to be assigned for testing
The Planning Sequence
I. Developing a Course Outline or Syllabus
It is considered a contract between the teacher and the learner. It helps the learners to
gauge just what is to be learned and what is expected of them.
Characteristics
1. It signifies the units or wholeness of learning activities related to some problem.
2. It should give importance to integrated learning outcomes.
3. It should not represent only the subject matter but learning experiences as well.
4. It should be organized in such a way that it achieves a certain set of specification
and objectives.
II. Develop Learning objectives

SMARTER objectives are


S simple
M - measurable
A achievable
R realistic
T Time Bound

E
R
Value of Objectives
1. It serves as guide in selection and handling of course materials.
2. It helps to determine whether the people in the class have learned what you have tried to
teach
3. It is essential from the learners perspective

1.

Components of Learning Objectives


Action -(e.g., to identify; to measure).
2. Relevant Conditions -(e.g., "given the patient's history"; "with the use of the information from the laboratory results").
3. Performance Standard
(e.g., "must be able to identify at least one possible treatment for the patient's illness by the end
of the case study").
Taxonomy of Objectives
-Bloom (1984)
->make objectives measurable
Cognitive knowledge, comprehension, application, analysis, synthesis, evaluation
-written and oral tests
Psychomotor domain skills that can be observed what the learners are actually doing
arrange, assemble, calibrate, execute
-demonstrate and rate their performance
Affective Domain accept, agree, choose, comply, commit, defend, explain, influence,
integrate, recommend, resolve, volunteer
III. Defining and Limiting Course Content
Considerations
1. how much time can be allotted to the topic
2. kind of background the students have
3. if a textbook has been selected for the course, its depth of content
IV. Steps in Selecting Content
1. First, list everything that you feel might be important for students to know, just as you might
stuff several large suitcases with everything that you think you might need on a trip.
2. Then severely pare down the topics you have listed, just as you might limit yourself to one or
two pieces of luggage. Research shows that too much detail and too many topics work against
students' learning the material (Beard and Hartley, 1984).
3. Emphasize the core concepts
4. Prepare a detailed syllabus
Structuring and organizing the Course
Devise a logical arrangement for the course content.
Material can be arranged chronologically, by topic or category, from concrete to abstract or vice
versa, from theory to application or vice versa, by increasing level of skill or complexity, or by
other schemes. Some courses -- in history or literature -- almost demand a chronological
sequence.
V. Selecting Teaching Methods
Factors Affecting Choice of Method
1. Objective and type of learning you want to achieve
2. Abilities and interest of the teacher
3. Compatibility between learners and teaching methods

4. Number of students in a class


5. Resources of the institutions
VI. Choose a textbook.
Guidelines in selecting a textbook
1. Credibility of the author
2. Revised periodically for updating purposes
3. Mechanical factor
4. Purpose and objectives should be evident in the preface and introduction of the book
5. Content
VII. Plan and conduct evaluation.
Formative evaluation
Summative evaluation

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