KINGDOM OF SAUDI ARABIA MINISTRY OF HIGHER EDUCTION

ﺑﺴﻢ ﺍﻟﻠﻪ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ KINGDOM OF SAUDI ARABIA MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS DEPARTMENT HE JOHALI_CHS 385_Mo. HE 2014_2017 METHODOLY OF HEALTH EDUCATION BSCCTPS 6 Self Scientists Six year old boy surrounded. . E-Learning From book –black board 10% HE Smart & e-board The ZD Holistic HEM Remember by “ Promote and Help Others To ……. . ? Johali 3 rd Step To ZD Holistic HEP EISA ALI JOHALI Johali. Mo. HE 2017 ﻋﻴﺴﻰ ﺑﻦ ﻋﻠﻲ ﺍﻟﺠﻮﺣﻠﻲ CHS 385 1

ﺑﺴﻢ ﺍﻟﻠﻪ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ EISA ALI JOHALI ﻋﻴﺴﻰ ﺑﻦ ﻋﻠﻲ ﺍﻟﺠﻮﺣﻠﻲ A Lecturer • Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 • Short Fellowship Planning Health Professions Education, UIC, USA 199 • MA (Ed. ) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 • Ph. D Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012 Author of Two Published Books_ One Ready & 5 Projected http: //faculty. ksu. edu. sa/JOHALI/default. aspx https: //twitter. com/The. Nature 2011 _Eisa_the. Nature. Johali 59@hotmail. com WL Messengers ……? http: //sa. linkedin. com/pub/eisa-johali/31/3 a 6/896 _. . . . ? https: //twitter. com/ …. …Mo. HE 2 nd 2016 ? https: //www. researchgate. net/application. Login. html-. . . ﻣﻦ ? NEW https: //wiki. answers. com/Q/User: Johaliask ﺍﺧﺘﻴﺎﺭ ﻭﺇﺗﻘﺎﻥ ﻭﺗﻄﺒﻴﻖ ﻃﺮﻳﻘﺔ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ + ﻛﻞ ﻣﻮﺍﻗﻊ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻤﻮﺿﺤﺔ ﺃﻌﻼﻩ ﺇﻟﺰﺍﻣﻴﺔ ﻟﻬﺬﺍ ﺍﻟﻤﻘﺮﺭ

Lecturer Philosophy As I can’t think, learn and decide instead of you, my role is to help, facilitate, support, motivate and promote you to be ready and willing to have and practice meaningful lifelong for today and day after. The above statement is the summary of my teaching philosophy. Based on my postgraduate education and its following experiential earning "Student Centered" is my favorite approach. However, we have no choice; we have to follow our higher national educational system and its procedures with slightly modification to achieve the above vision. As an introduction to my teaching philosophy in my teaching and learning plan, lecture, assignments instructions and student assessment feedback, I use the most related Islamic teachings and Arabic Proverbs that can motivate and promote my students be active, independent thinker, honest and creative hard workers to satisfy themselves, their relatives and patients. The most motivating statements SUCH AS: [3 ،2/ ]ﺍﻟﻄﻼﻕ � ﻻ * ﺍ ﺍﻟﻠ . [29/ ]ﺍﻷﻨﻔﺎﻝ � ﺍﺍ ﺍﻟﻠ ﻭﺍ : ﻋﻨﻪ ﺍﻟﻠﻪ ﺭﺿﻲ ﻣﺎﻟﻚ ﺑﻦ ﺃﻨﺲ ﻋﻦ ، ﻭﺍﻟﺴﻼﻡ ﺍﻟﺼﻼﺓ ﺃﻔﻀﻞ ﻋﻠﻴﻪ “ ”ﻣﺤﻤﺪ ﻧﺒﻴﻨﺎ ﺍﻟﻜﺮﻳﻢ ﺭﺳﻮﻟﻪ ﻭﻗﻮﻝ ﺍﻟﺒﺨﺎﺭﻱ ﺃﺨﺮﺟﻪ ( ﻟﻨﻔﺴﻪ ﻳﺤﺐ ﻣﺎ ﻷﺨﻴﻪ ﻳﺤﺐ ﺣﺘﻰ ﺃﺤﺪﻛﻢ ﻳﺆﻤﻦ ﻻ ) ﻭﺍﻟﺘﺮﻣﺬﻱ ﺩﺍﻭﺩ ﻭﺃﺒﻮ ﻣﺴﻠﻢ ﺭﻭﺍﻩ ( ﺃﺨﻴﻪ ﻋﻮﻥ ﻓﻲ ﺍﻟﻌﺒﺪ ﻛﺎﻥ ﻣﺎ ﺍﻟﻌﺒﺪ ﻋﻮﻥ ﻓﻲ ﺍﻟﻠﻪ )ﻛﺎﻥ ﻭﺳﻠﻢ ﻋﻠﻴﺔ ﺍﻟﻠﻪ ﺻﻠﻰ ﻭﻗﻮﻟﻪ These Islamic Calls are our evidences to assure Quality of our “HEMO-MOHE Course; our teaching-learning, practice and life”. Meanwhile, do not forget the most common Arab Proverb: “Nothing Itching Your Skin like Your Nail” All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly absent and who don’t care Thus, “Be Ready and Willing to Success You Will Success ” As I have taught you in CHS 282 & CHS 382, I hope that you will be ‘learners who have to think, discover, reflect and be independent creative note taker and health educator, not just traditional CHS 385 ‘teacher dependent student’ who may not care to listen, hear, memorize. . and eventually sure forget. Johali. Mo. HE 2 017 3

CHS 385 Promotion – Vision- Mission From CHS 282 – CHS 382, you have probe HE, philosophy, theories…. . learn how to write meaningful heath education objectives. In this course we have retrieve what we have learn, review, innovate, compare, distinguish and practice to decide the best methodologies that can assure quality of meaningful health education activities over all ages. Overall Mission of Mo. HE 2016 ���� So; Why - What Are The Best Mo. HE ���� that We Have To Look For - How to Decide ? Johali. Mo. HE 2017 CHS 385 4

CHS 385 Course Description Objectives & Plan Course (code and NO): (CHS 385) Course title: Methodology of health education Credit hours: 4 (2+2) Level: 7 Contact hours: 8 Prerequisit CHS 382 e: Course description: The course provide an overview of various techniques designed to enable students to develop and practice the skills necessary for effective delivery of health promotion and education programs to various groups in a variety of settings such as: School; Community; Work-sites and medical care settings. It includes: designing and delivering health education messages, counseling, group work, lecture, presentation, meetings, demonstration and participatory& experiential learning, problem solving/ decision making, community based health education, social marketing, health campaign, peer education/ working with volunteers, behavioral modification, life skills, role play, games, puppets. Maternity and Child Care. Johali. Mo. HE 2017 CHS 385 5

CHS 385 Course Description & L Objectives Learning Objectives Outcomes (reorganized) : � Show proficiency in diagnosis of readiness to learn and learning barriers. � Compare between characteristics of learners: Child- Adults -Aged people. � Describe basic principles of community health education, participation & organization � Develop and practice the skills necessary for effective delivery of health promotion and education programs at various levels of interventions (Level of HE Tenant Model ) intra--inter, group…………international � Identify, distinguish, compare various methods, approaches and intervention activities used in health education & promotion � Select and fit suitable educational method & intervention to various level and groups in a variety of settings such as medical care settings, community, school, work-sites. � Critically analyze, and evaluate the most common methods & interventions of the current health promotion practice in KSA. Johali. Mo. HE 2017 CHS 385 6

Johali Teaching & Learning Plan – Johali Mo. HE 2016 TOPICS -Teaching and Learning Activités Hours (60) Weeks (15) 2 + 4 1 st Introductory : Course Objectives – Learning Outcomes - Plan - Defining Terms & Reasoning Motivation & Learning Scientific Bases 4 + 8 2 nd - 3 rd PRINCIPLES – CHARACTERSTICS – WHOWHOM 4+ 8 4 th – 5 th 4 + 8 6 th -7 th 4 + 8 8 th – 9 th 4 + 8 10 th -111 th 4+ 8 12 th -13 th 4+ 8 14 th – 15 th 16 -18 th • - Characteristics of learners: Child- Adults –Aged People – Family – Community – Organization - Principles of community health education, participation & organization - Level Field of HE (Tenant Model CHS 382) Scientific Bases of Identifying Best HE Methodologies TRANFER – SHAPE – GROW – DEVELOPM Theories 1 st Mid Term ExamAssignment Plan Common Health Education Methods 1 (counseling; group work, lecture, presentation, meetings ; demonstration and participatory) Common Health Education Methods 2 (experiential learning; problem solving/ decision making, community based health education, social marketing) Common Health Education Methods 3 (health campaign, peer education/ working with volunteers, behavioral modification, life skills, role play , games and puppet) 2 nd Mid Term Exam Submit-Present Assignments Analyse, evaluate and practice the best QMo. HE Johali. Mo. HE CHS 385 FINAL EXAMS 7

Johali Reasoning (Why Mo. HE the CHS 385 ? ) Health Educator Job Description Job Title : Health Education Specialist Scientific Degree : Bachelor Degree AMS. Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills: • Knowledge of health and educational issues, • Effective teaching methods and technologies • Effective Communication and Counseling Reported to: the Health Education Consultant MasterPh. D Job Definition (Summary) : Health Education and Promotion job is a focal point for allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors. Major Job Duties: As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”: 1. Assessing patients, school and community health education needs 2. Managing and organizing health education activities. 3. Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries. . ); 4. Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs. 5. Prepare and participate in designing, evaluation and development of health education materials 6. Supervise and participate in process of designing and implementing health education plans. 7. Give Special Patients Counseling eg; diabetic patient education 8. Improve his/her personal and professional knowledge and skills. Why not without Methods ? ! 1) How to practice HE (HEJD No 4 ) 2) Assure Quality Mo. HE Johali. Mo. HE 2017 CHS 385 8

Introductory Probing & Define Terms Johali. Mo. HE 2017 CHS 385 9

HE METHODOLOGIES – DEFINING & REASONING http: //www. visualthesaurus. com/app/view Synonyms of Method : Approach ; How ; Strategy; Style; System; Tack - Way; Tactics… Origin of METHOD: Middle English, prescribed treatment, from Latin methodus, from Greek methodos, from meta + hodos way First Known Use: 15 th century Method - A way of doing something - A careful or organized plan that controls the way something is done Johali. Mo. HE 2017 CHS 385 10

HE METHODOLOGIES – DEFINING & REASONING http: //www. visualthesaurus. com/app/view Medical – Teaching definitions and uses; - A systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art - A systematic plan followed in presenting material for instruction - A way, technique, or process of or for doing something - A body of skills or techniques Examples of METHOD: - He claims to have developed a new method for growing tomatoes. -Their teaching method tries to adapt lessons to each student. - We need to adopt more modern methods of doing things. Methodology is the systematic, theoretical analysis of the methods applied to a field of study, or theoretical analysis of the body of methods and principles. . Johali. Mo. HE 2017 CHS 385 http: //www. merriam-webster. com/dictionary/method 11

Philosophical - Scientific Bases People “Learning - Learners” Through Ages How People Learn Through Age Stages Johali. Mo. HE 2017 CHS 385 12

How People Learn Throughout Age Stages While Crawford D. (2004) concludes ""The literature supports the idea that adults are very capable of learning well into their seventies which is a good reason to accept ‘Andragogy” the lifelong learning as more than just a pleasant mantra", the Arab and Islamic world have more evidence in their well known Proverb: ﺍﻟﻠﺤﺪ ﺇﻟﻰ ﺍﻟﻤﻬﺪ ﻣﻦ ﺍﻟﻌﻠﻢ ﺍﻃﻠﺒﻮﺍ Seek education from the cradle to the grave. Keep learning from when you're born until you die http: //simple. wikiquote. org/wiki/Arabic_proverbs This Proverb indicates that “people can and have to learn over all ages from fetus to death using best methods suite their different abilities and characters”. So it necessary to realize these differences in order to decide the best ' HE approaches, methodologies and strategies appropriate for every ages stages, you can use Maslow and Coleman Models that you have learn early courses, mainly CHS 282 and 382. Johali. Mo. H CHS 385 13 E 2017 Remember Ages “Maslow & Coleman - Do You ? If You Don’t You Have To Lear Again !!!?

Knowing Brainstorming Do You Know What You Don’t Know This move, from "knowing that you don't know" to "knowing that you know" is what most learning and hence teaching is all about. http: //www. youtube. com/watch? v=x. Wq. FYF 6 BDns Be Ready To Take Smart Note ‘terms-draw Your child's education: What you don't know can hurt you http: //www. youtube. com/watch? v=W 6 BZi. NJo 7 LM Hosted by Bridgeway Academy, a leading provider of academic programs for K-12 students worldwide, this educational summit will increase public awareness of the full range of educational options available to students, no matter what their learning style. Attendees will have the opportunity to submit questions during the presentation which will be answered by the education experts during a Q&A session. All will leave with an in depth understanding of their educational options as well as an exclusive opportunity to receive a Learning Style Assessment (LSA)—a highly intuitive assessment that allows parents to gain a firm understanding of their child's individual learning style. In addition, attendees will learn about the 3 Cs of education including: • Taking back Control: How and when to advocate, and when to say enough is enough • Know your Choice • Customize for your child

Knowing Brainstorming Do You Know What You Don’t Know This move, from "knowing that you don't know" to "knowing that you know" is what most learning and hence teaching is all about. In Knowing, the two senses are those of: • Awareness of self, (represented by the vertical red line in the diagram below) and • Knowledge of the world (the horizontal blue line) If I don't know I think I know If I don't know I know I think I don't know Laing R D (1970) Knots Harmondsworth; Penguin (p. 55) "He that knows not, and knows not that he knows not is a fool. Shun him He that knows not, and knows that he knows not is a pupil. Teach him. He that knows, and knows not that he knows is asleep Wake him. He that knows, and knows that he knows is a teacher. Follow him. " (Arabic proverb) NEIGHBOUR R (1992) The Inner Apprentice London; Kluwer Academic Publishers. p. xvii "We know what we know, we know that there are things we do not know, and we know that there are things we don't know" Donald Rumsfeld (4 Sept 2002) (Woodward, 2004: 171. Video here. ) It is ironic, perhaps, that the initial insight is allegedly Arabic.

Discover Characteristics Does aging have an effect on adult learning? Click here to play the “I Want to be a Millionaire” (oops wrong game) “Adult Education and Aging Game” IQ in Adults A. Decreases about 1% a year after the age of 30. C. Doesn’t materially change during adulthood B. Increases about 1% a year until the age of 65. D. Starts dropping off significantly after the age of 65. Hide Answer !! The Correct Answer is C. Johali. Mo. HE 2017 CHS 385 Contrary to popular opinion, IQ doesn’t decline remarkably with age. 16

How People Learn Through Age Stages A group of 50 year olds were given IQ tests that had taken 31 years earlier. They made higher scores on every part except math reasoning. Wechsler found test scores increased until 35 then declined very slowly after that. IQ = Intelligence Quotient (proportion) http: //uk. askmen. com/money/body_and_mind_150/174_better_living. html http: //mentalhealthdaily. com/2013/04/24/11 -ways-to-increase-your-iq-score-intelligence-quotient/ http: //curiosity. discovery. com/question/can-you-increase-iq-score Johali. Mo. HE 2017 Next CHS 385 Question 17

How People Learn Through Age Stages Physical Strength in Adults A. Peaks around the age of 20. C. Peaks around the age of 40. B. Peaks around the age of 30. D. Peaks around the age of 50 Hide Answer !! The Correct Answer is B. Physical strength reaches a peak around the age of 30. In England, Galton set up a booth at a National Fair and tested over 7, 000 people for physical strength, his research and later research reveals 30 is the peak. However, physical strength declines slowly. Research at Harvard found physical strength dropped dramatically between 70 and 75. Johali. Mo. HE 2017 CHS 385 Next Question 18

How People Learn Through Age Stages Intelligence - Hearing There is a relationship between intelligence and speed of learning B. In adults. A. In youth. D. In neither youth or adults C. In both youth and adults. Hide Answer !! The correct answer is A In youth there is a correlation between intelligence and speed in learning. In adulthood, this is not true. Johali. Mo. HE 2017 CHS 385 19

How People Learn Through Age Stages Hearing The ability to hear peaks before A. Age 15 B. Age 30 C. Age 45 D. Age 60 Hide Answer !! The Correct Answer is A Peak Performance in Hearing Occurs Before Age 15 Gradual decline until 65, then more rapid. Older people Hear less and Johali. Mo. HE 2017 Hear slower CHS 385 20

Hearing As people age: - Men lose ability to hear high sounds. - Women lose ability to hear low sounds. This is one of the reasons why women talk more with women and men talk more with men in the older years COMMON SENSE PRACTICE FOR MINIMIZING HEARING LOSS Sit people where they can see everyone’s face. Use small groups. Teacher should stand still. Teacher should speak, clearly, distinctly, and loudly Use more than one sense while teaching. Observe faces of students. Eliminate outside noises. Ask people to speak out if they can’t hear. Johali. Mo. HE 2017 CHS 385 Repeat questions and answers. 21

Vision The most acute decline in vision occurs A. Between 13 and 18 B. Between 18 and 40 C. Between 40 and 55 D. After 55 Older Eyes Suffer Vision loss in dim light Narrowing field of vision Slow adaptation to dark Cataracts Defective color vision SO……………. . The Correct answer is C. Vision 13 -18 Continuous gain 18 -40 Gradual decline 40 -55 Sharp decline 55 On Gradual decline Common Sense Practices For Minimizing Losses Associated With Age - Vision Illumination More Direct Light Don’t Face Direct Light Eliminate glare White or Chalk Boards Johali. Mo. HE 2017 Keep Clean Use Large Writing Media Use Sharp Color Contrast Enlarged Type or Print Avoid Abbreviations Seating CHS 385 Seat People Close to Board 22

GROWTH AND DEVELOPMENT Maslow & Coleman ? Begins with birth Ends with death Classifying 7 Stages Infancy- birth to 1 year Early childhood - 1 -6 years Late childhood - 6 -12 years Adolescence - 12 -20 years Early adulthood - 20 - 40 years Middle adulthood - 40 - 65 years Late adulthood - 65 and up Johali. Mo. HE 2017 4 TYPES OF GROWTH AND DEVELOPMENT 9 Physical: Body growth 9 Mental: development of mind 9 Emotional: feelings 9 Social: interactions & relationship www. ebsummit. info/. . . /Life CHS 385 Stages. ppt Plus; http: //cte. sfasu. edu/wp-content/uploads/2013/02/Four-Areas-of-Development-Preschool-to-School-Age-PPT. pdf 23

How People Learn Via Age Stages Child and Adult Learning Characteristics Children 1 -5 -11 Adults 12 -65 Rely on others to decide what Decide for themselves what is important to be learned. Aging 65 + Keep Reading; Writing …. Accept the information being Need to validate the presented at face value. information based on their beliefs and values. Expect what they are learning Expect what they are to be useful in their long-term learning to be immediately future. useful. Have little or no experience Have substantial experience upon which to draw, are upon which to draw. May relatively "blank slates. " have fixed viewpoints. Little ability to serve as a Significant ability to serve as Maintain knowledgeable resource to a knowledgeable resource to Adjustment teacher or fellow classmates. the trainer and fellow learners. & Both ‘child-adult’ are sometimes “fatigued exhaustion” when they attend classes, old age more. Adults attend classes often with a Mixed set of motives - educational, social, recreational - and sometimes out of an overdeveloped puritanical sense of duty. http: //www. mysdccd. edu/Staff/Instructor_Development/Content/HTML/Adult_Learning_Page 1. htm

After review taxonomy of LO Interest Patients Learners Characters What People Remember 10 % of what is read 20 % of what is heard 30 % of what is seen 50 % of what they see & hear o k 70 % what they say as they do a task 90% of what they teach Johali. Mo. HE 2017 25 CHS 385 https: //www. osha. gov/dte/. . . /training_techniques 2. ppt

Learning Theories Q: How do people learn? A: Nobody really knows !! but there are huge theories, can be classified these 6 theories (your left) - summarized in THREE Figure Model ( your right ) : Behaviorism Cognitivism Social Learning Theory Social Constructivism Multiple Intelligences Brain-Based Learning Johali. Mo. HE 2017 CHS 385 26

Learning Theories Johali. Mo. HE 2017 27 CHS 385

Learning Theories Johali. Mo. HE 2017 CHS 385 28

Learning Theories Johali. Mo. HE 2017 CHS 385 29

HEP Philosophies - Theories -Approaches - Model - Strategies and Methods http: //www. slideshare. net/mrsnazlan/week-6 -approaches-strategy-methods-14779459 Johali. Mo. HE 2017 CHS 385 30

HEP Philosophies - Theories -Approaches - Model - Strategies and Methods http: //www. slideshare. net/mrsnazlan/week-6 -approaches-strategy-methods-14779459 Johali. Mo. HE 2017 CHS 385 31

HEP Philosophies - Theories -Approaches - Model - Strategies and Methods Deductive reasoning (top-down logic – Informal) contrasts with ”Inductive reasoning (bottom-up logic - Formal) in the following way: In deductive reasoning, a conclusion is reached reductively by applying general rules that hold over the entirety of a closed domain of discourse, narrowing the range under consideration until only the conclusion is left. In inductive reasoning, the conclusion is reached by generalizing or extrapolating from initial information. As a result, induction can be used even in an open domain, one where there is epistemic uncertainty. Note, however, that the inductive reasoning mentioned here is not the same as induction used in mathematical proofs – mathematical induction is actually a form of deductive reasoning. Johali. Mo. HE 2017 CHS 385 32

HEP “Philosophy - Theory – Model - Approach – Methods – Strategies” Plan “P – T – M – A – M – S” PLAN Different Between Theories Approaches Model Strategies and Methods MEDICAL BEHAVIOUR EDUCATIONAL EMPOWERMENT PERSON-CLIENT SOCIETAL Aim is freedom from medicallydefined disease and disability such as infectious diseases Aim is to change people’s individual attitudes and behaviour so that they adopt a healthy lifestyle Aim is to give information and ensure knowledge and understanding of health issues and to enable wellinformed decisions to be made Self-empowerment of the client is seen as central Aim is to effect on the physical, social and economic environment, in order to make it more conducive to good health Involves medical intervention to prevent or ameliorate illhealth teaching people how to stop smoking, encouraging people to take exercise, eat the right food, look after their teeth etc Information about health is presented and people are helped to explore their values and attitudes and make their own decisions Help them to identify what they want to know about and take action on and make their own decisions and choices according to their own interest and values Focus is on changing society not on changing the behavior of individuals Help in carrying out those - HE role act as facilitator decisions and adopting new in helping people to health practices may also be identify their own concerns offered and gain the knowledge -value the educational and skills they require to process and respect the make things happen right of the individual to choose their own health - Clients are valued as behaviour equal who have knowledge, - Responsibility to raise skills and abilities to CHS 385 with clients the health contribute, and who have issues which they think an absolute right to control will be in their client’s their own health destinies Value democratic right to change society and will be committed to putting health on the political agenda Values A healthy lifestyle is preventive in the interest of medical their clients and procedures and that they are the medical responsible to profession’s encourage as many responsibility to people as possible to ensure that adopt a healthy patients comply lifestyle with Johali. Mo. HE 2017 recommended procedures 33

How We Can Become More Intelligent Learners and Teachers & HE !! ? Johali. Mo. HE 2017 CHS 385 34

How We Can Become More Intelligent Learners and Teachers & HE !! ? The 12 Characteristics of Intelligent Behavior: 1. 2. 3. 4. Persistence: Persevering when the solution to a problem is not readily apparent. Decrease Impulsivity: Think before speaking or doing. Listen: Listen to others with empathy and understanding. Flexibility in Thinking: Consider other options--there's never one right way to do everything. 5. Metacognition: Try to be aware of your own thinking. 6. Check for Accuracy and Precision: Revise, revise. 7. Questioning and Problem Posing: Be critical in your questioning. 8. Use Past Knowledge: Draw on what you know and apply it to new situations. 9. Precise Language and Thought: Use more descriptive language to communicate more precisely. 10. Use All the Senses: Utilize as many sensory pathways as possible--visual, tactile, kinesthetic, auditory, olfactory, and gustatory. 11. Creativity: Use your ingenuity, originality, and insightful--we are all creative beings. 12. Be Curious: Work on your sense of wonderment and inquisitiveness--learn to enjoy problem solving and develop a sense of efficacy as a thinker. Johali. Mo. HE 2017 CHS 385 35

How We Can Become More Intelligent Learners and Teachers & HE !! ? What We Can Do as Teachers HE to Promote Intelligent Behavior: • Have faith that all learners can think • Help learners see thinking as a goal • Present challenging problem solving opportunities • Create a safe, risk-taking environment • Give learners time to learn • Provide a rich responsive environment for learning • Pay attention to learners' developmental readiness and sequence • Be the kind of learner you would have them be learn FINALLY REMEMER To Know That You Don’t Know A Lot – Be Aware – Ready & Willing Johali. Mo. HE 2017 CHS 385 36

How We Can Become More Intelligent Learners and Teachers & HE !! ? Knowledge; education; erudition; scholarship; culture; wisdom; study; be taught; be trained; become skilled at; gain knowledge of; find out; hear; discover; realize; ascertain; gather; understand…… http: //www. stanford. edu/group/SLOW/ http: //www. knowledgepassion. com/swift. html http: //www. knowledgepassion. com/milo-process. html MILO Leadership Development. T he MILO Process Knowing and Not Knowing http: //www. doceo. co. uk/tools/knowing. htm http: //wup-forum. com/viewtopic. php? f=35&t=25914 DIALOGUE 37 Johali. Mo. HE 2017 CHS 385

Motives and Barriers To Learning MOTIVATION WHY Just Remember Did You Learn Motivation ? Where – What …. !! http: //www. businessdictionary. com/definition/theory-X-and-theory-Y. html http: //www. slideshare. net/rmullenger/motivation-models Johali. Mo. HE 2017 CHS 385 38

WHY Teaching – Learning To provide an introduction to the “Spirit of M” To learn about “M principles to use with individuals on behavior change To assess motivation for readiness to change To provide a foundation to build skills Spirit of Team Assure Success M = Motivators who – how Motivation Success = People the Students & Patients Johali. Mo. HE 2017 CHS 385 39

Three Components of M Spirit Collaboration Evocation Autonomy Johali. Mo. HE 2017 Working in • partnership Draw out ideas • and solutions from individuals Decision • making left to the person CHS 385 buddy. garfinkle@bridgeway. com nancy. schneeloch@bridgeway. com 40

MOTIVATION Just Remember Did You Learn Motivation ? Where – What …. !! MI = Motivational Interviewing Directive, person centered counseling style that aims to help people explore and resolve their ambivalence “ ﺗﺮﺩﺩ ; ﺗﺄﺮﺟﺢ ; ﺗﻨﺎﻗﺾ about behavior change. “Michael Wiles and Cross Country Education, Inc. 2005” What is Ambivalence? I want to, but I don’t want to Ambivalence is key issue to resolve for change to occur Mi is a counseling style rather than a set of techniques. It is not a method for tricking people in to doing things they do not want to do. It is a style for eliciting from the person their own motivations for change. It is a way of interacting with people to assess their readiness to change and to help them move through different stages of change. MI focuses on creating a comfortable atmosphere without pressure or coercion to change. It is called interviewing because it involves careful listening and strategic questioning rather than teaching to help people overcome their ambivalence to change. Any change that will happen will come from within the client and not imposed upon them by some outside force. It is the role of the client to be able to Johali. Mo. HE 2017 CHS 385 41 articulate and resolve his or her own ambivalence to change. Ambivalence is the I want to but I don’t want to state of mind – feeling 2 ways about something. Direct

Motivation Factors Motivation Vision Motivation – the extremes? COMPLIANCE COOPERATION COMMITMENT The Plodder The Enthusiast Little Enthusiasm High enthusiasm Little Motivation High Motivation Johali. Mo. HE 2017 CHS 385 Which would you prefer on your project team and why? 42

Douglas Mc. Gregor’s Theory X & Theory Y 41 - 50 points = strong Theory Y beliefs 31 - 40 points = moderate Theory Y beliefs 21 - 30 points = mixed Theory Y and Theory X beliefs 11 - 20 points = moderate Theory X beliefs 5 - 10 points = strong Theory X beliefs 1 2 3 4 5 SA A U D SD 1. Most people will try to do as little work as possible. 2. For most people, work is not as natural as play or recreation. 3. Most employees must be closely supervised in order to get them to perform up to expectations 4. Most employees actually prefer to be told exactly what to do rather than having to figure it out for themselves 5. Most employees do not care much about the organization's goals. 6. Most employees would prefer increased job security to increased responsibility. 7. Most people will not use their own initiative or do things that they have not been specifically assigned to do. 8. Employees generally do not have much to contribute when asked to participate in making decisions or solving problems 9. It is just basic human nature--people just naturally dislike work. Johali. Mo. HE 2017 CHS 385 43 10. Most employees will not exercise self-control and self-motivation--managers must do this for them

Motives and Barriers To Learning Johali. Mo. HE 2017 CHS 385 44

Motives and Barriers for Learning Why don't we participate in learning ? ؟ GIVE YOUR REASONS…. First ? !! then see Video make smart note Barriers to Learning Presentation http: //www. youtube. com/watch? v=V_fw. KT 7 z. AOc Boshier, Morstain and Smart: Houle wasn't good enough for these guys--they had to go out and come up with an even longer list of why adults participate in learning (there's a lot of "list comparison" that goes on in educational research, isn't there? ). They came up with six factors for participation: 1. Social Relationships: make friends and meet others. 2. External Expectations: complying with the wishes of someone else with authority. 3. Social Welfare: desire to serve others and/or community. 4. Professional Advancement: desire for job enhancement or professional advancement. 5. Escape/Stimulation: to alleviate boredom and/or to escape home or work routine. 6. Cognitive Interest: learning for the sake of learning itself. Johali. Mo. HE 2017 CHS 385 http: //www. fsu. edu/~adult-ed/jenny/learning. html#motives 45

Why don't We Participate in learning ? ؟ This critical learning question have been studied by many researchers. The following researchers have worked out ways of grouping specific barriers into categories: • Johnstone and Rivera; Found two categories: External or situation barriers and; Internal or dispositional barriers • Cross: Three categories; Situational barriers (depending person's situation at a given time), Institutional barriers (all practices and procedures that discourage adults from participation--like filling out those application forms for graduate school), Dispositional barriers (person's attitude about self and learning) • Darkenwald and Merriam: Add another category to Cross' list; Informational barriers (person is not aware of educational activities available). Above taken from: Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco: Jossey-Bass, 86 -90. All of the above-mentioned studies look at participation from a psychological perspective, "If one looks at the social structure rather than individual needs and interests, one discovers some very different explanations as to why adults do or do not participate in adult learning activities" (1991, p. 94. ( Johali. Mo. HE 2017 CHS 385 46

LEARNING CONDITIONS & BARRIARS Most of us can come up with many reasons for not participating in educational activities, but as educators, we may be so used to participating in learning ourselves that it becomes difficult to "think outside the box" sometimes. Merriam and Brockett (1997) devote a whole chapter (the info below is from pp. 187 -200) to the issue of access to adult education and list four major conditions that limit access: Geographic Conditions: There is a great divide between urban, suburban, and rural settings. Rural areas tend to have fewer resources for education. In many industrialized countries, however, inner cities may be worse off than some rural areas. Migrant and homeless people are also at a great disadvantage for receiving access to education. Demographic Factors: Age and sex influence who participates and who doesn't. Young and middle-aged adults participate more than older adults--of course, younger adults often continue learning for their jobs. But older adults tend to have less education in general than younger people, and level of education is a good predictor of who will continue to participate in educational activities. The role of age could change significantly in the future, however, in countries such as the U. S. , where life expectancy continues to rise. Johali. Mo. HE 2017 CHS 385 47

LEARNING CONDITIONS & BARRIARS Socioeconomic Conditions and Education: Those who have relatively affluent backgrounds, tend to remain that way and also tend to participate more in education. Those from less wealthy families participate less partly because they have less money to do so, but also because they don't fit into the system of education (i. e. they don't speak the same language, share the same norms, etc. ) which is built and maintained by wealthier people. Formal education is also the kind of education that "counts the most, " but it also costs the most and has the most prerequisites--less welloff people may be engaging in a variety of learning activities, but these activities don't count since they don't earn the learners an "official" piece of paper. Cultural Determinants: Minority groups all over the world tend to participate less than majority groups. This can be due to majority groups explicitly prohibiting the participation of minority people. It can also be that belonging to certain non-majority groups can impact one's attitudes towards education. As a member of a particular social group, you may not feel that you can trust certain forms of education and may feel uncomfortable participating in them. Additionally, immigrant populations tend not to participate in educational activities as much as nativeborn populations. (Now Try To Think Can You Draw The Above Barriers in an Attractive Model ? ) Johali. Mo. HE 2017 CHS 385 48

Learning conditions and barriers Models the Socicity Johali. Mo. HE 2017 CHS 385 http: //www. academia. edu/1267765/Understanding_the_Adult_Learners_Motivation_and_Barriers_to_Learning 49

Learning conditions and barriers Models - the Motive - Barriers Johali. Mo. HE 2017 CHS 385 http: //www. academia. edu/1267765/Understanding_the_Adult_Learners_Motivation_and_Barriers_to_Learning 50

Johali Mo. HE Sciences - HOW TO DECIDE HOW TO CHOOSE OR INNVATE Johali. Mo. HE 2017 CHS 385 51

WHO WHOM OUR CPMMUNITY PEOPLE ORGANIZATIONS In planning health promotion interventions; There is an increasing interest in systematic descriptions or taxonomies of health promotion interventions, theoretical methods they contain, and the determinants that are targeted for change (Stavri & Michie, 2012). However, most of these taxonomies focus on individual behavior change and only a few also include behavior change of environmental agents (Bartholomew, et al. , 2011; Khan et al. , 2009) at the interpersonal, organizational, community and policy levels. Moreover, translating methods into applications demands a sufficient understanding of theory behind the method, especially theoretical parameters under which theoretical process is effective or not (Schaalma & Kok, 2009) The new synergy support our tenant HE LEVEL TYPES FIELD the Johali CHS 382 Tenant …. : Johali. Mo. HE 2017 CHS 385 52

Johali Tenant METHODS FOR EVERY LEVEL National–International INTRA&INTER Social & Cultural Organizational Group INTERPERSONAL INTRAPERSONAL Adapted Hu. COMP PH 1 -Fu. HE Mo. HE LEVELS 1. Self interact to interpret reality & create messages. At this basic level, the central communicative processes of encoding & decoding are performed to help us coordinate our meanings and messages at 2. 2. Interaction, negotiation and relations between two individuals, its effectiveness based on level 1, this level is the most important to health communication and, thus, it is important to gain at least the “Seven Top Health Communication Skills (Pagano & Ragan, 1992, 29). 3. Interaction of three or more individuals to adapt & achieve common tasks, its effectiveness based on 1. & 2. e. g; medical team. 4. Encompasses 1, 2, & 3, it is important to develop effective formal channels and informal networks e. g; hospitals & health centres. 5. Intra & Inter Social/Cultural joints all the above , it can be within more than two different groups, communities in one organization, nation or nations. 6. This is the highest level of communications, e. g; national and international mass media & satellites. Johali. Mo. HE 2017 CHS 385 53

DO YOU REMEMBER - WHERE – HOW USE TO DECIDE Johali Summary Philosophies & Theories of Education Key Concepts Most Common Philosophies & Theories of Education Humanism Transfer Progressivism Travel /Jearny Preserve& Adaptation/ Training Personal Growth Education Transmit Training/Skills/Objecti /Process & Knowledge ves Development worthwhile relative- essential for Life experience Knowledge/ safe practice Theory Tentative Student interest Relative to safe Vital Skills/ Vital practice Practice Centre / Instructor & Guide Teacher/HE Facilitator Examination/ Evaluation Student/Pati ent Transferor Vital-theory Passive- container Fully-controlled Technocrat Shape Vital- practical Passive- holder practically fully supervised Self interest & evaluation Active/ Freeinterest Reconstruction Grow Society-Centered Create better society Life experience Tentative Society interest Vital Indoctrinator/ Orientator Vital theory-practice for better society Active Semi-control Curriculum/Pl Map of key Schedule of Basic Portfolio of Agenda of Cultural an Subject Skills/ a kind of Experiences Issues Technology Johali. Mo. HE 2017 54 CHS 385

Mo. HE Define & Reasoning Why & How to choose the appropriate ? Johali. Mo. HE 2017 CHS 385 55

BEHAVIORAL EDUCATIONAL OBJECTIVES BEO Based Mo. HE Johali. Mo. HE 2017 CHS 385 56

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES Learn to behave BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Domains Simple / Dependent / Passive COGNITIVE Know – Knowledge AFFECTIVE Think – Value – Response - Judge PSYCHOMOTOR/ACTION Intellectual Skills Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move Complex Johali. Mo. HE 2017 / Independent CHS 385 / Active 57

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES- Learn to behave The BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Verbs Simple Class Knowledge / Dependent Area Knowledge Int. Ability Cognitive Affect Action/ Psycho Remember Receive Reflect/Move Reason Respond Communicate Plan to solve Value/apprise Act Format Organize/characte r Adapt Understand Create/Interpret Develop Inter Judge Ext Judge Decide Analysis Synthesis Int. Skills Evaluation Complex Johali. Mo. HE 2017 / Passive Behavioral Objective Comprehension Application / Independent / Active CHS 385 / Deep understanding 58

Teaching -Learning Objectives Key Characters (ICHO) Independent of other actions Contain a specific action verb Have a beginning and ending Observable and measurable Must contain the condition(s) under which performance is to occur Do NOT Use (KLU) To Know Why (cloudy ; dreamlike) To Learn To Understand Johali. Mo. HE 2017 CHS 385 59

COMMON METHODOLOGIES - APPROCHES Johali. Mo. HE 2 017 CHS 385 60

METHODOLOGIES MOST COMMOM Mo. HEs M & T MAJOR METHODS Johali. Mo. HE 2017 CHS 385 61

SELF-EMPOWERMENT COLLECTIVE METHODS Andraogy - Participatory learning Critical Thinking CT to Problem Solving PS – DM Counselling: Client-centred & Group Counselling Individual & Social Assertiveness Training Educational drama Johali. Mo. HE 2017 CHS 385 62

Andragogy Community People StudentsPatient CenteredBased Learning CHS 385 Johali. Mo. HE 2017 http: //drhaddox. hubpages. com/hub/Andragogy-and-Pedagogy-Defined-and-Compared 63

Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy 2 nd ed. New York: Association Press According to the article Malcolm Knowles an American practitioner and theorist of adult education, defined andragogy as “the art and science of helping adults learn”. Knowles identified the six principles of adult learning as: • Adults are internally motivated and self-directed • Adults bring life experiences and knowledge to learning experiences • Adults are goal oriented • Adults are relevancy oriented • Adults are practical • Adult learners like to be respected http: //tomwhitby. wordpress. com/2013/05/03/pedagogy-vs-andragog Johalili 2013 http: //www. linkedin. com/groups/Andragogy-1848366? home=&gid=1848366&trk=anet_ug_hm CHS 385 Johali. Mo. HE 2017 http: //drhaddox. hubpages. com/hub/Andragogy-and-Pedagogy-Defined-and-Compared 64 http: //www. scoop. it/t/elearning 123

THE CLIENT-CENTRED APPROACH (The Real EMPOWERMENT) Aim is to work with clients in order to help them to identify what they want to know about and take action on and make their own decisions and choices according to their own interest and values Health promoter’s role is to act as a facilitator in helping people to identify their own concerns and gain the knowledge and skills they require to make things happen Self-empowerment of the client is seen as central to this amazing approach Clients are valued as equal who have knowledge, skills and abilities to contribute, and who have an absolute right to control their own health destinies Johali. Mo. HE 2017 CHS 385 65

Participatory Learning is a new non formal Adult learning, your role just a facilitator to promote, help and support Client Participation The degree of participation in the HE process directly influences the amount of learning. When the HE works with clients in a learning context, one of the first question to discuss is “What does the client wants to learn? ” The amount of learning is directly preoperational to the learner's involvement – the more involvement the more quality of learning” For example, a group of senior citizens “old ages” attended a class on nutrition and aging, yet made few changes in eating patterns. It was not until the members became actively involved in the class, encouraged by the HE to present problems and solutions for food purchasing and preparation on limited budget, that any significant behavioral changes occurred. Johali. Mo. HE 2017 CHS 385 http: //www 2. unescobkk. org/elib/publications/nonformal/M 4. pdf 66

Participatory Learning What – How Do We Learn – Group Exercise ? The purpose of this exercise is to see ourselves as learners before discussing how to help learners learn. ==== This exercise reminds us that: Everybody has his or her own learning habits ? -Some people learn fast with books ? - Others learn better from friends or TV Or Programs; Internet…. . etc. ? -May enjoy learning through group work and your friends (True ? ) -You may prefer learning through real demonstrations, when you compare your experience with others. . -You find that different people have different learning habits- Each of our learners is different ( True ? ) We have to keep this in mind and develop flexible teaching-learning methods. There is no single best way, Are we facilitators ? , Do we need to find the best ones for our own centre ? Chambers, R. (1993) Treading more carefully: participatory rural appraisal – past , present and future. New Ground 13, 12 -13. Hart R (1996) Children’s Participation: Theory and practice of Involving Young Citizens In Community Development and Environmental Care, UNICEF 67 Johali. Mo. HE 2017 CHS 385

Participatory Learning Why; What – How Do We Learn – Group Exercise & Games ? What environment can we create for better learning? Exercise 1 Please draw a sketch of your literacy class setting – doorway (s), windows, desks, chairs, blackboard, etc. We can think about a good environment in two ways: One is the physical environment – facilitates including the building that houses the learning centre and facilities in the classroom. We can ask the following questions: “ ë Do learners have places to sit? ; Is there enough light? ; s the place warm or cool enough? ; Is water available? ; Is the learning place interesting to look at, with some photos and charts on the wall? ; ë Is there too much noise from outside? ; ë Are there toilets? Second, we need to consider the psychological environment. In other words, adult learners need to feel comfortable in their minds when they learn. The following statements may be common to many of us: “ ë I feel relaxed in class, not threatened by anything; ë The facilitator and the other learners listen to me; ë Other people respect my ideas. ; ë I can express my opinions freely…. In order to make the situation relaxed and friendly, we may play some games. We call them çice breakersé or çenergizers. é Johali. Mo. HE http: //www 2. unescobkk. org/elib/publications/nonformal/M 4. pdf 68

Brain Storming Critical Thinking - Problem Based Learning & Problem Solving & Decision Making (CTPSDM) What is brainstorming? Brainstorming is used to generate a large number of creative ideas when problem solving and achieving objectives. It can even be used for decision making. Brainstorming was first introduced a book named Applied Imagination written in the late 1930’s by Alex Osborn. Steps for a brainstorming session: ë Identify the issue(s) with the learners. ë Write the issue(s) on the board and explain. ë Ask learners to think about the issue(s) for a few minutes. ë Invite quick ideas on the issue(s) without elaboration. ë Ask learners not to interrupt or argue. ë Assign someone to write down ideas on the board. ë Stop brainstorming at some point and ask learners to clarify each idea. ë Put ideas into categories and prioritize. ë Discuss and underline the ideas agreed upon. Johali. Mo. HE 2017 CHS 385 69

Critical Thinking - Problem Solving & Decision Making (CTPSDM) P 1: the 8 Coins? Move two coins to make each coin touch three coins P 2 the 7 Matchsticks : Move Three Matchsticks to Make 5 http: //www. problem-solving-techniques. com/Brainstorming-Techniques. html Six Thinking Hats Johali. Mo. HE 2017 CHS 385 http: //www. mindtools. com/pages/article/new. TED_07. htm 70

Critical Thinking - Problem Solving & Decision Making (CTPSDM) P is the gap between the current and the desired situations/ it is an obstacle /barrier to achieve objective PS is the act of finding the most appropriate solutions/answers D the choice of one from a set of initially possible alternatives. DM is a problem-solving process where you are required to make a choice on one solution based on many solutions gathered from the information you have acquired (http: //www. sunrisepage. com/manage/decision. htm) DM is the study of identifying and choosing alternatives on the values and preferences of the decision maker. http: //www 2. unescobkk. org/elib/publications/nonformal/M 4. pdf Johali. Mo. HE 2017 CHS 385 71

Critical Thinking - Problem Solving & Decision Making (CTPSDM) Problem-Solving Skills in Education and Life http: //www. asa 3. org/ASA/education/ think/methods. htm Johali. Mo. HE 2017 CHS 385 faculty. ksu. edu. sa/JOHALI/NAYEAR 2013/. . . /Problem%20 Solving%20 D 72

Critical Thinking - Problem Solving & Decision Making (CTPSDM) + faculty. ksu. edu. sa/JOHALI/NAYEAR 2013/. . . /Problem%20 Solving%20 D 5 Whys Root Cause Analysis Problem Solving Tool--Video Training http: //www. asa 3. org/ASA/education/think/methods. htm #problem-solving-education 73 CHS 385 Johali. Mo. H E 2017

Demonstration & Return demonstration The demonstration method often is used for teaching psychomotor skills and is best accompanied by explanation and discussion, With time set aside for return demonstration by the client or caregiver the HE, It gives clients a clear sensory image of how to perform the skill. Because a demonstration should be within easy visual and auditory range of learners, it is best demonstrate in front of small groups or a single client. Johali. Mo. HE https: //www. google. com. sa/search? q=demonstration+method&espv= 2017 Use the same kind of equipment that clients will use, show exactly how the skill should be performed, and provide learners with ample opportunity to practice until the skill is perfected. 74 CHS 385

Johali. Mo. HE 20 75 CHS 385 Demonstration & Return demonstration

Demonstration & Return demonstration https: //www. google. com. sa/search? q=demonstration+method&espv= Johali. Mo. HE 20 76 CHS 385

Role Play ROLEPLAY Acting of roles by group participants. Can be useful where communication difficulties exist between individuals in a setting, e. g. families, professional practice, etc. At times, having clients assume and act out roles maximize learning. For example, A parenting group, , found it helpful to place themselves in the role of their children; their feelings about various ways to respond became more apparent. - Reversing roles can effectively teach spouses in conflict about better ways to communicate. - To prevent role-playing from a becoming a game with little learning, plan the proposed drama with clear objectives in mind. Steps to follow for a role play: 1. Choose the subject matter and outline a basic plot. 2. Elect the actors. Do a small role play first. Later it can evolve into a long drama in the form of a series, in which the same characters reappear, more join in, and more issues are covered. 3. Prepare flash cards of proverbs or sayings that the actors can use at anytime. 4. Encourage the actors to make up their own spontaneous dialogue to suit the story line and plot. Johali. Mo. HE 2017 77 5. Arrange some time after the role play. CHS 385 to discuss the experience http: //www 2. unescobkk. org/elib/publications/nonformal/M 4. pdf

SIMUALTION - GAMES Do We Like – Can We Do – How we can we make learning enjoyable ? ! SIMULATION Useful for influencing attitudes in individuals with varying abilities. Generally in school setting, but of relevance to other groups. Advantages Active learners Practice “reality” in a safe setting Useful for cognitive and psychomotor domains of learning GAMES Limitations Labor intensive Costs of equipment instructional methods requiring the learner to participate in a competitive activity with preset rules to achieve an educational objective Advantages Active learner Perceived as “fun” by many learners Useful for all three domains of learning Limitations Too competitive for some learners Ice Breakers in http: //www. linkedin. com Johali. Mo. HE 2017 http: //www. linkedin. com/groups? gid=2767130&most. Popular=&trk=tyah&trk. Info=tas%3 AIce%20 Breakers%2 Cidx%3 A 2 -1 -2 CHS 385 78

Why Games https: //www. facebook. com/anthony. d. champagne Games are growing media form There is little doubt that people are increasingly allocating time from other media to games Games may offer better forms of educational experiences (at times) Researchers are trying to figure this out and early returns are promising The technologies & talents housed in the games industry have proven capabilities beyond games Exploit technologies and techniques honed by millions if not billions of dollars Summary Points. . . We've come a long way in a few years The research agenda is still being set, and barely is being met but momentum to do so is building We can't just research, or build, we must do and respect both needs equally. We can have an effect but the strength, size, and pervasiveness ** are questions Defining the usage space, do's, don'ts, strengths. . , etc. For what we gain. . . can we actually measure? http: //www. programasejogos. net/download_gratis/arcade-race 79 ** The corruption is so pervasive that it is accepted as the way to do business ﺍﻧﺘﺸﺎﺭ Johali. Mo. HE 20 CHS 385

learning GAMES Do We Like – Can We Do – How we can we make learning enjoyable ? ! True or False: (suitable after two or three months; skill: Communication Circles: (suitable for reading) Ask all the participants to write down their names on small pieces of paper. Write several statements on large pieces of paper, making them either true or false. For example: snakes eat mice, birds eat worms, not seeds; sunrise in the morning, sunset in the east; fresh water is salty. . . Show these statements to the class very quickly (speed reading) and ask the participants to decide T (True) or F (False). Johali. Mo. HE 2017 Ice Breakers in http: //www. linkedin. com later stages; skill: writing): Put all the pieces together and ask participants to pick out one name at random. If they pick out their own name, then they should swap the paper with someone else. For the following two or three weeks every participant writes short letters or messages to the participant whose name they picked out. The facilitator acts as a messagebearer, distributing this secret mail among the members of the circle. At the end of the period, the participants say whom they have been writing to, and then letters are displayed on the wall to compare. Simple _ Very Good Who cam similar they are Smart Assignment s CHS 385 http: //www. linkedin. com/groups? gid=2767130&most. Popular=&trk=tyah&trk. Info=tas%3 AIce%20 Breakers%2 Cidx%3 A 2 -1 -2 80

learning GAMES Do We Like – Can We Do – How we can we make learning enjoyable ? ! Cotton Blowing: - We can use this game to build teamwork, to encourage planning, and to stimulate learners to be analytical. Johali. Mo. HE 2017 81 CHS 385

Counseling and Group Work in Health Education Counseling is one of the educational methods most frequently used in health education to help individuals and families. During counselling, a person with a need (the client) and a person who provides support and encouragement (the counsellor) meet and discuss in such a way that the client gains confidence in his or her ability to find solutions to their problems. Groups can often do things that individuals could not do by themselves. They may be able to support their members in the practice of improving their health behaviour. School health education is any combination of learning experiences initiated by you as a Health Extension Practitioner in the preschool and school setting (Figure 11. 1). Your work will be targeted to develop the behavioural skills required to cope with the challenges to health at school. http: //labspace. open. ac. uk/mod/oucontent/view. php? id=452843&direct=1 Johali. Mo. HE 2017 CHS 385 82

Group Work & Counseling GROUP DISCUSSION Gladding defined a group as “a collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and for the purpose of achieving mutually agreed-on goals. ” Steps for a group discussion (STSEEG): 1. State the reasons for and the goals of the discussion beforehand. 2. Talk in an informal way and ask about the concerns learners have so that they can help choose a topic (family planning is one example). 3. Select a moderator to start the discussion. 4. Encourage group members to present the pros and cons of the topic. 4. Everyone should have a chance to speak and share ideas. 5. Gather information and analyze. Have someone take notes on the blackboard. We have to know that group discussion is not just people chatting. It is useful to set up ground rules for group discussion such as these: ë We listen to each other. ë We respect other peoples ideas. ë We do not hurt or insult each other. ë We speak briefly, clearly and precisely. Johali. Mo. HE 2017 CHS 385 83

Group Counseling Process 1. First session in CBDD: 2. Remaining sessions in 8 Steps SELEESR: 1. Summary of the initial meeting. Clarify ground rules and 2. Establish therapeutic guidelines. atmosphere. 3. Leader models facilitative 2. Build cohesiveness and behaviors. 4. Establish a relationship. trust. 5. Address members’ concerns/problems. 3. Discuss confidentiality. 6. Explore previous solutions, look at alternatives. 4. Discuss active listening 7. Set goals, try new behaviors, assign homework for each other. 8. Report and evaluate results 1. Johali. Mo. HE 2017 84 CHS 385

Group Counseling Process Implications for Different Ages Group counseling can help children in formative years acquire social skills, improve racial relationships, and shape a positive attitude towards school. Group counseling can support preadolescents in dealing with family, peer pressure, and anger management. Group counseling can help high school students with making choices, stress, aggression, and eating disorders. Group counseling can help students with self-esteem, self-determination, body awareness, and self-concept (ex. unity model). Group Leader Characteristics (Corey) Presence – genuine care in “being there” for clients Personal power – self confidence and awareness of one’s power Courage – ability to take risks and be vulnerable Willingness to confront oneself – being honest and self aware Sincerity and authenticity – sincere interest in the well-being of others and behaving without pretense Sense of identity – knowing one’s values, strengths, and limitations Belief and enthusiasm for the group process Johali. Mo. HE 2017 Inventiveness and creativity – open to new ideas and experience 85 CHS 385

Lecture & Presentation HE have to present information to a large group. The lecture method, a formal kind of presentation, may be the most efficient way to communicate general health information. However, lectures tend to create a passive learning environment for the audience unless strategies are devised to involve the learners. CHS 382_2013 Exciting To capture their attention, slides, overhead projections, computer-generated slide presentations, or videotapes can supplement the lecture. Allowing time for question and dissection after lecture also actively involves the learners. This method is best used with adults, but even they have a limited attention span, and a break at least midway through a presentation of 1 hour will be appreciated. Johali. Mo. HE 2017 CHS 385 86 Distributing printed material that highlights and summarizes the content shared, or supplements it, also reinforce important points.

Lecture & Presentation CHS 382_2013 Top Exciting - Why First HE Johali. Mo. HE 2017 CHS 385 87

BEHAVIOUR CHANGE - MODIFICATION - Learning and unlearning of specific habits. -Stimulus-response learning. -Generally behavior specific, e. g. quit smoking phobia desensitization. - Often used in intra-personal, cultural, social, national communication educational levels, and include techniques intended to help those in the target population experience a change in behavior systematic procedure for changing a behavior and process based on stimulus response theory - Emphasis placed on a specific behavior that one might want to increase or decrease - Particular attention given to changing the events that are antecedent or subsequent to the behavior that is to be modified Johali. Mo. HE 2017 CHS 385 88

Again Conclude METHODOLOGIES MOST COMMOM Mo. HEs M & T MAJOR METHODS Johali. Mo. HE 2017 CHS 385 89

METHODOLOGY – THE MOST COMMOM CAP BASEDE M TYPES WITH KINDS OF LEARNING; STATUS OF LEARNERS PLUS ADVANTAGES & DISADVANTAGES 90 Johali. Mo. HE 20 CHS 385 90

HEALTH PROBLEM AND BEHAVIOR BASED CHARACTERS M & T RELATION TO OBJECTIVES & COMPLEXITY Diagnostic Criterion Desired Educationa l Outcomes Prevalent category HEMLT Strategies Audio visual aids Lectu re Individ ual instruct ion √ √ √ Cognitive Mass Progra medi mmed a Learnin g ETV √ √ Affect Inquiry Learnin g Simulat ions and games Peergroup discuss ion √ √ √ Psycho. HI Complexit y Simple HB Duration Short HB Frequency Infrequent HB Extent Rare √ √ Complex √ √ √ Long √ √ √ Frequent Widesprea Johali. Mo. HE 2017 d Additive √ √ Complex HB Nature Behavi or modific ation √ √ √ Modeli ng √ 91 √ CHS 385 √

Recommended HEM Strategies To Age; Believe & Socioeconomic Status Diagnostic Criterion Prevalent category HEMLT Strategies Audiovi sual aids Age Individu al instructi on Mass media Program ed Learning TV Infants and preschool children Primary school children √ √ Secondar y school √ √ √ Adults Believe s HBM Lectur e Weak Moderate Strong Socioec High onomic intermedi statue ate Johali. Mo. HE 2017 √ Peergroup discussio n Modelin g √ √ √ √ Inquiry Simulati ons and Learning games Behavior modifica tion √ √ √ √ CHS 385 92

TECHNOLOGIES 3 Techniques 9. Filme , video , television 10. Tape recordings 11. Expert contributors Advantages Disadvantages Examples • Resemble ‘look like’ reality • Available to large audiences • Effective illumination of attitudes and values , can demonstrate skills • Visual and auditory senses stimulated • Need careful selection and previewing • Need meaningful introduction and follow – up discussion • costly • Electricity required • All information in film may not be appropriate • No self – pacing • Need proficient with equipment With high – school students , cases of drug dependency can be viewed and used as basis for discussion • Auditory sense stimulated • Self – pacing • Available to large audiences • Small recorders can be inexpensive , • Can be used for a variety of reasons • Quality recordings may be difficult to obtain • Person using must be proficient with equipment Tape initial session of a group in which health attitudes are discussed. Play back in later session to assess any changes • Present reality • May not be easily available • May provide a point of • May be expensive comparison • May not be appropriate • May command respect because of knowledge Johali. Mo. HE 2017 CHS 385 Inviting an adolescent diabetic who is coping well to speak to a group of new juvenile diabetics about how he feels in relation to his condition 93 93

METHODS OF STAGES OF CHANGE CONCEPT DEFINITION METHODS OF TX. PRECONTEMPLATION Unaware of the problem, hasn’t thought about change Engagement skills, develop trust, assertive outreach, accept client where they are at, provide concrete care CONTEMPLATION Thinking about change, in the near future (usually w/in the next 6 mos) Instill hope, positive reinforcement for harm reduction, discuss consequences, raise ambivalence, motivational interviewing PREPARATION Making a plan to change plans, setting gradual goals (w/in 1 mo) Assist in developing concrete action, problem solve w/ obstacles, build skills, encourage small steps, tx planning ACTION MAINTENANCE Specific changes to life style has been made w/in past 6 mos Continuation of desirable actions, or repeating periodic recommended step's Johali. Mo. HE 2017 RELAPSE PART OF THE PROCESS CHS 385 Combat feelings of loss and emphasize long term benefits, enhance coping skills, teach how to use self help, tx. Planning, develop healthy living skills, teach to avoid high risk situations Assist in coping, reminders, finding alternatives, relapse prevention 94 Determine the triggers and plan for future prevention

Johali Mo. HE Social Marketing (SM) Johali. Mo. HE 2017 CHS 385 95

Social Marketing (SM) We have to use carefully for facilitating modifying health behaviors SOCIAL MARKETING defined as: The application of marketing concepts and techniques to the marketing of various socially beneficial ideas and causes instead or products and services in the commercial sense. (Fox & Kotler 1980) SM 8 Steps SM 4 Ps Product : the physical product and its symbolic meaning Price : The Value of the product Place : Where the product is available Promotion (Advertize) : advertising, sales promotion, personal selling and publicity Johali. Mo. HE 2017 1. Establishing management and operating procedures 2. Selecting the products to be marketed 3. Identifying the consumer population 4. Deciding on brand names and packaging 5. Setting an appropriate price 6. Recruiting sales outlets 7. Arranging and maintaining a distribution system 8. Carrying out promotion CHS 385 96

SM Strengths 1. 2. 3. 4. A valuable change tool Useful in persuasion Useful in creating awareness and interest Helpful by reinforcing through repetition of message WEAKNESSES & LIMITATION 1. 2. 3. 4. 5. 6. 7. 8. Heavy reliance on mass media (effects of selective processes) Makes the audience passive Tends to be manipulative May create negative public sentiments for real consume products Creates resistance if opposed to strongly reinforced and deeply entrenched ideas/habits Focus on the “individual” rather than the “community” at large for the proposed change Only appropriate in certain circumstances Ideas from “outside” - not the audience’s own Johali. Mo. HE 2017 CHS 385 97

REFLECT & PRACE Johali. Mo. HE 2017 CHS 385 98

Every philosophy – theory – level – fields…. . has each own : • Characters - Content - Methods Child-seeking = Child-centred • Inclusive of children • Effective for learning • Healthy and protective for children • Involved with children, families, and communities • Gender-sensitive Content Methods The content areas of skills-health education Johali. Mo. HE 2017 The methods for teaching & learning - group work & discussion - brainstorming - role play - educational games - debates - practising people skills CHS 385 99

Content What topic? What issue? Knowledge Attitudes Skills (life) About what? Towards what? For what? Learning Outcomes Johali. Mo. HE 2017 CHS 385 100

USING POWERPOINT&TO&CREATE SCIENTIFIC POSTERS http: //hhmi. missouri. edu/assets/docs/prep/Reploglepresentation. Nov 2010. pdf Self-Assessment Questions (SAQs) with answers LIVE if possible http: //labspace. open. ac. uk/mod/oucontent/view. php? id=452843&section=122. 8 Just Example 1 SAQ 11. 1 (tests Learning Outcomes 11. 1 and 11. 2) Explain the difference between counselling and advice, and give examples of each of them. Hide answer Answer Counselling is a helping process where one person explicitly, and purposefully, gives their time to assist clients to explore their own situation, and act upon a solution. It is the process by which we first understand the problem, and then help the client to understand their problem, and then we need to work together with them to find a solution that is appropriate to their situation. It involves helping people to make decisions and giving them the confidence to put their decision into practice. Advice is based on opinions and suggestions about what could be done about a situation or problem. It is an opinion given by experts on what to do and how to do it. In advice, the decision is made by the health worker and the clients are expected to follow the decision. But in counselling, the decisions are made by the clients themselves. Advice is not appropriate in health counselling for two reasons. First, if the advice is right, the person may become dependent on the counsellor for solving all their problems in the future. Second, if the advice turns out to be wrong, the person will become angry and no longer trust the counsellor. Johali. Mo. HE 2017 CHS 385 101

Selecting Objective Based HE Methods To achieve each of your stated objectives, you need to choose the best educational method, because not all health education methods are appropriate to achieve each of your objectives — some methods are better than others. For example, if one of your learning objectives is to increase knowledge about a particular health subject, you should choose a method which is appropriate for this objective This Table shows health education methods that are appropriate for each learning objective. Learning objective Health education method Raising awareness and passing on Lecture with discussion, talks at public meetings knowledge or social gatherings, and the distribution of materials such as posters and leaflets Changing attitudes Individual approaches such as counseling or discussion, using visual and audio-visual materials Skill development Training and demonstrations involving practice Johali. Mo. HE 2017 102 CHS 385

Objective Based HE Methods Selecting Objective Based HE Methods When you are choosing the educational method that you will use, you should also consider: • The number of people involved. • Learner preferences. • The appropriateness of the method to the local culture. • Availability of your resources. • A method that best fits the characteristics (age, sex, religion, etc. ) of the target group. Johali. Mo. HE 2017 CHS 385 103

FURTHER Johali. Mo. HE 2017 CHS 385 104

Highest Level Community health education, participation & organization Johali. Mo. HE 2017 CHS 385 105

The Public Health System Community Governmental Public Health Infrastructure Health care delivery system Assuring the Conditions for Population Health Academia Johali. Mo. HE 2017 Comm unity Employers and Business Governm ental Public Health Infrastru cture Assuring the Conditions for Population Health Academi a The Media CHS 385 Health care delivery system Employe rs and Business The Media 106

The 10 Essential Public Health Services 1. 2. Monitor health status to identify community health problems Diagnose and investigate health problems and health hazards in the community 3. Inform, educate, and empower people about health issues 4. Mobilize community partnerships to identify and solve health problems 5. Develop policies and plans that support individual and community health efforts 6. Enforce laws and regulations that protect health and ensure safety 7. Link people to needed personal health services and assure the provision of health care when otherwise unavailable 8. Assure a competent public health and personal health care workforce 9. Evaluate effectiveness, accessibility, and quality of personal and population-based health services 10. Conduct research to attain new insights and innovative solutions to health problems 11. Johali. Mo. HE 2017 Public Health Functions Steering Committee (1994) CHS 385 107

Johali Adopted Philosophy To Quality of Mo. HE Strategic Approach to Community Health Improvement

Yes will be used Narrative records Photographs/ Videos Portfolio Questions Assessment Conversation Skills Essays Observation Self Assessment Assignments Tools & Projects Techniques Quizzes Checklist Oral Questions Research Work (group) Observation Peer Assessment Johali. Mo. HE 2017 Narrative Reports CHS 385 Rating Scales Paintings/ Artistic Endeavour 109

Further Support Topics - Patient/Family Education Learning Module http: //www. uhnj. org/uhnetweb/patienteducation/Learningmodule. htm - A Model for Educational Feedback Based on Clinical Communication Skills Strategies: Beyond the "Feedback Sandwich“ http: //www. tandfonline. com/doi/abs/10. 1207/s 15328015 tlm 1801_9#. Us 9 CQ 9 J_sec http: //familymed. uthscsa. edu/ACE/chapter 5. htm Chapter 5 : Instructional Methods and Strategies Co-Lead Authors: Christopher White, MD and Lynn Manfred Co-Authors: Judy Bowen, MD, Martin Leamon, MD, Jennifer Koestler, MD, Lyuba Konopasek, MD, Marilyn Kimmelman, Ed. D, Paul M. Krueger, DO, David A. Rogers, MD, MHPE Johali. Mo. HE 2017 CHS 385 110

References & Sources Adult Learning http: //www. fsu. edu/~adult-ed/jenny /learning. html Workshop on Methods for Changing Environmental Conditions for Health: influencing organizations, key actors and stakeholders - http: //ehps. net/synergy/? q=node/237 Abraham, C. , & Michie, S. (2008). A taxonomy of behavior change techniques used in interventions. Health Psychology, 27, 379– 387. Bartholomew, L. K. , Parcel, G. S. , Kok, G. , Gottlieb, N. H. , & Fernandez, M. E. (2011). Planning Health Promotion Programs. San Francisco, CA: Jossey- Skills-based health education including life skills, Unicef, New York (http: //www. unicef. org/programme/lifeskills/mainmenu. html ) Born to Learn http: //www. youtube. com/watch? v=fal. Ho. OEUFz 0 Johali. Mo. HE 2017 111 CHS 385