UNIVERSITY OF SANTO TOMAS

Faculty of Pharmacy
An Outcomes-Based Teaching-Learning Program for Health Education
2nd 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 adult
learning, the roles of teacher/medical technologist in different setting. It also includes strategies that enhance
critical thinking, clinical laboratory teaching, assessing and evaluating learning. Moreover, it highlights the
importance 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 also
required to submit all the activity sheets and paper presentations related to this course.
Course Facilitators: Assoc. Prof. Edilberto Manahan, RMT, Ph.D. (ASCPi), 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, PhD

Dean

Date of Approval:

January 18, 2016

INSTITUTIONAL INTENDED LEARNING OUTCOME

(GRADUATE ATTRIBUTES)

PROGRAM INTENDED LEARNING

OUTCOME

COURSE INTENDED LEARNING

OUTCOME

Academic Excellence
Show expertise in the competencies necessary to the
practice of profession

Exhibit innovative application of

teaching/learning concepts, principles, and
skills recognizing teachning as a noble
profession in the practice of medical
technology.

1. Demonstrate mastery of
knowledge and skillsin dealing
with the principles and
teaching/learning strategies in
health education.

Leadership and Teamwork

Demonstrate capacity for leadership and teamwork
including the ability to motivate others, to be
responsible and reliable

Demonstrate competence and leadership in

collaborative works as members of the health
care profession.

2. Show leadership roles and

express teamwork among
members in presenting their
ideas and opinions.

Critical Thinking, Research and Problem Solving Skills

Initiate innovative ideas and methods through research
responsive to the changing needs of the society

Employ analytical and critical abilities in

identifying and resolving health problems and
issues by applying various research
approaches.

3. Apply ones critical skills and

creative ideas in assessing,
interpreting and evaluating
research problems.

Productivity and Accountability

Develop new knowledge and understanding that will
contribute to nation-building and sustainable
development through the processes of inquiry,
research and innovation
Social and Ethical Responsibility
Uphold Catholic values and moral principles reflective
of a competent, committed and compassionate
Thomasian in the formation of humanely progressive
and healthy society

Manifest Christian values and moral principles

reflective of the Thomasian identity in creating
advanced knowledge through research.

4. Develop new teaching and

learning strategies in health
education and perform them
in a actual classroom setting.

Engage to ethical work standards and applying

Thomasian principles for the improvement of
the quality of life.

5. Apply the knowledge and skills

gained in medical technology
education in community works
ensuring the practice of
Thomasian ideals.

Communication and Relational Skills

Develop effective communication competencies through
interpersonal skills and utilize information technology
responsibly as an effective tool in exploring and
expressing ideas .

Demonstrate expertise in the utilization of the

different communication skills as applied to
medical technology profession and
involvement in local and international
professional organizations.

6. Participate in the
dissemination of research
information through media in
both written and oral
communication in local or
international conventions and
seminars.

Intended Learning
Outcomes

Teaching-Learning
Activities

Content

Assessment Tasks

CHAPTER I: INTRODUCTION TO TEACHING

AND LEARNING
Understand the concept
and interrelatedness of
teaching and learning.
(CILO 1)

Explain the ultimate goal

of teaching. (CILO 1)
Describe ways to
maximize students
learning by expressing
them through
communication and
relational skills. (CILO 6)

A. Nature of Teaching
1.
As an art
2.
As a science
B. Method of Teaching
C. Forms of Teaching
1.
Authoritarian
2.
Democratic
D. Device and Tool of Teaching
E. Principles of Teaching
F. Functions of Aims and Objectives of Teaching
G. Context of Teaching
H. Outcomes of Learning
1.
Cognitive
2.
Affective
3.
Psychomotor
I. Types of Learning
J. Laws of Learning
1.
Primary Laws
a. Law of Instinct
b. Law of Readiness
c. Law of Exercise
2.
Secondary Laws
a. Law of Multiple Response
b. Law of Mindset
c. Law of Analogy
d. Law of Effect
e. Law of Gradual-Reaction
Change
f. Law of Piece-Meal

Integrated lecture
presentation
Small group discussion
Core group activity
Case study
Situational analysis
Debate

Objective tests
Graded recitation
Group presentations

CHAPTER II: THE EFFECTIVE TEACHER

Characterize an effective
teacher and understand
the significance of
motivational tool in
teaching-learning
interaction. (CILO 1)
Develop communication
skills in a typical learning
situation in a classroom
setting. (CILO 6)
Promote ethical and
social responsibilities in
classroom management.
(CILO 5)

A.
B.
C.
D.

Instructional Competencies
Personal Characteristics
Role of Teacher
Types of Motivation
1.
Intrinsic
2.
Extrinsic
E. Levels of Motivation
1.
Positive
2.
Negative
F. Techniques for Motivation
G. Classroom Management
1.
Teacher as a Classroom Manager
2.
Problem Areas in Classroom
Management
a. Monitoring students
b. Making transitions
c. Giving assignments
d. Brining closure

Integrated lecture
presentation
Small group discussion
Core group activity
Case study
Reporting
Project presentation

Objective Tests
Class participation
Graded recitation
Question and answer
activity

Integrated lecture
presentation
Small group discussion
Core group activity
Case study
Reporting
Project presentation

Objective Tests
Class participation
Graded recitation

FIRST SHIFTING PERIOD

CHAPTER III: INSTUCTIONAL PLANNING
Understand the important
role of planning in
teaching-learning
process. (CILO 1)
Differentiate the three
domains of learning. (CILO
1)

Apply critical thinking

skills in evaluating course
syllabi and lesson plans.
(CILO 3)

A. Inputs to the Planning Process

1.
Knowledge of Learner
2.
Knowledge of Subject Matter
3.
Knowledge of Teaching Methods
B. Instructional Objectives
1.
Purpose
2.
Coverage
C. Learning Domain
1.
Cognitive
2.
Affective
3.
Psychomotor
D. Lesson Plan
1.
Content
2.
Classification

E. Course Syllabus
1.
Parts
2.
Types
a. Detailed
b. Semi-detailed
c. Brief
CHAPTER IV: DIFFERENT METHODS OF
TEACHING BASIC APPROACHES IN
INSTRUCTIONS
Define and analyze the
different strategies in
teaching and demonstrate
leadership roles in the
practical application. (CILO
1,2)

Understand the
importance of the use of
technology in teaching.
(CILO 1)

Develop good
communication skills
through classroom-based
exercises. (CILO 6)

A. Definition of Teaching Strategy

B. Different Styles of Teaching Methodologies
1.
Lecture
a. Types
b. Tips on Effective Lecturing
c. General Steps
2.
Lecture-Demonstration
3.
Questioning Methods
a. Convergent
b. Divergent
c. Evaluative
d. Reflective
4.
Reporting
5.
Case-Study Method
6.
Role-Playing
7.
Buzz Session
8.
Debate Forum
9.
Panel Forum
10. Round Table Conference
C. Miscellaneous Forms
1.
Team Teaching
2.
Simulation
3.
Module
4.
Seminar Workshop
5.
Computer-Assisted Instruction
D. Teaching Approaches
1.
Discovery
2.
Conceptual
3.
Process
4.
Inquiry

Integrated lecture
presentation
Small group discussion
Core group activity
Case study
Reporting
Project presentation
Teaching demonstration

Objective Tests
Class participation
Graded recitation

5.
Communicative
E. Instructional Material in Teaching
F. Guides in Teaching Demonstration
SECOND SHIFTING PERIOD
CHAPTER V: EDUCATIONAL MEASUREMENT
AND EVALUATION
Explain the importance of
test measurement and
evaluation. (CILO 1)
Differentiate the types of
tests and their practical
application. (CILO 1)
Enumerate the ways of
measuring learning. (CILO
1)

A.
B.
C.
D.
E.

Basic Concepts
Importance of Evaluation
Different Aspects of Growth to be Evaluated
Sources of Evaluation Information
Types of Tests
1.
As to Mode of Response
2.
As to Ease of Quantification of
Response
3.
As to Test Constructor
4.
As to Mode of Interpreting Results
5.
As to Nature of the Answer
F. Measurement of Learning in the Cognitive
Domain
1.
Characteristics of Good Test
2.
Steps in Constructing Classroom
Tests
3.
Preparing TOS
4.
Guidelines in Writing Test Items
G. Evaluation of Learning in the Psychomotor
Domain
1.
Rating scale
2.
Check lists
3.
Rubrics
4.
Portfolios
H. Evaluation of Learning in the Affective
Domain
1.
Attitude scale
2.
Questionnaire
3.
Simple projective techniqes
4.
Self-expression techniques
5.
Rubrics

Integrated lecture
presentation
Small group discussion
Core group activity
Case study
Reporting
Project presentation

Objective Tests
Class participation
Graded recitation

THIRD SHIFTING PERIOD

REFERENCES:
Bruce Joyce, Marsha Weil, and Emily Calhoun.(2009). Models of Teaching. Boston: Pearson/Allyn and Bacon Publishers
Orlich, 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:
First Shifting
Second Shifting
Third Shifting

30%
35%
35%
100%

Long Exam
Quizzes
Activity Sheets/Group Activities
Recitation/Assignment
Attendance

40%
20%
20%
10%
10%
100%

rd

For the 3 Shifting Period

Attendance
Quizzes
Activity Sheets
Teaching Demo
Course Policy: 80% attendance; 60% passing

10%
20%
20%
50%
_____
100%

TENTATIVE COURSE CALENDAR:

WEEK
1
2, 3
4, 5
6
7, 8
9,10,11
12
13
14, 15, 16,
17, 18
19

CONTENT
Overview
Chapter 1
Chapter 2
FIRST SHIFTING EXAMINATION
Chapter 3
Chapter 4
SECOND SHIFTING EXAMINATION
Chapter 5
Teaching Demonstration
THIRD SHIFTING EXAMINATION