Category 2: Health care professional/family as client teaching and learning
Case 1
Sarah and Matt have a 5 year old boy named Sam. Sam is “big” for his age with a BMI over the normal for a boy his age. Write learning objectives to guide
your teaching of Sam’s family related to the importance of physical activity for maintain optimal weight in children.
Based on this case study, a clear, measureable objective must be written for each of the 3 domains – cognitive, affective, and psychomotor. Assignment 2
must be submitted, marked and returned to you prior to submitting assignment 3. Assignment 2 is foundational to assignment 3 so ensure you consider your
tutor’s feedback.
Evaluation Criteria for Assignment 2 – Writing Learning Objectives
Assignment 2 should include the following:
• Articulate 3 objectives – one for each domain cognitive, affective, and psychomotor. Be certain each of the objectives you develop is at minimum:
• learner-centered
• discrete
• written in clear, measurable terms
• reflective of your assigned case study
• reasonable for a 3 minute teaching session
• Provide rationale including integration of theoretical knowledge, that is, evidence based practice to support each objective.
• Provide evidence of application of course concepts and references of external sources as needed to support each learner centered objective.
• APA format, maximum 4 pages excluding title and reference pages
Total possible marks 30
unit 4
Overview
Assessment is the critical first step of the teaching-learning process.
In Unit 4, you learn about assessment, the foundation of the teaching-learning process. Assessment plays a vital role in health teaching. It involves
gathering information about the learner, the teacher and the resources available to enhance both teaching and learning. Once these data are assembled, the
teacher, often in consultation with the learner, makes a judgment about what needs to be taught, what can be taught, and how it should be taught.
When a teaching opportunity presents itself in a health care situation, the assessment process often takes place spontaneously. Conversely, assessment may
be a deliberate process, as in a planned teaching program for new diabetics. The key point is that teaching is individualized accounting for the unique
qualities of the teacher and learner and on what resources, including interdisciplinary team members, are available.
Learning Objectives
When you have completed Unit 4, you should be able to achieve or exceed the following:
explain assessment, the first step in the teaching-learning process,
assess your own teaching style including strengths and constraints as they affect you,
assess learners, and
assess resources available to enhance teaching and learning.
Quotations on Desire and Motivation to Learn
“The only way to keep your health is to eat what you dont want, drink what you dont like and do what youd further not” (Mark Twain)
“The only source of knowledge is experience” (Albert Einstein)
“It is the mark of an educated mind to be able to entertain a thought without accepting it” (Aristotle)
“Learning without thinking is labor lost; thinking without learning is dangerous” (Chinese Proverb)
“I like to listen. I have learned a great deal from listening carefully. Most people never listen” (Ernest Hemingway)
“Who dares to teach must never cease to learn” (John Cotton Dana)
Activity 6 – Are you a good listener?
Do you agree or disagree that active listening includes fully understanding what the learner is saying?
Hint – enter the following search term definition of active listening into your Browser search to help you frame your responses. If you learn best by
watching visuals choose ‘videos’ after you get your search term results. Remember to critically evaluate the quality, credibility, relevance, and currency
of the video as you evaluate resources.
Would you agree the best health care professionals are the best listeners? How well do you listen? Ask a trusted colleague or friend for some honest
feedback on this question. Think of one way you will improve your listening skills. How are listening skills important to effective teaching?
References
Openspokes. (2013). Instead of a philosophy a mindset. Retrieved from https://www.youtube.com/watch?v=hXYaNZpT0h4HYPERLINK “https://www.youtube.com/watch?
v=hXYaNZpT0h4&list=PLWx3mmPS_wzX2lKCKkAE4K9tBp_PzIyHw”&HYPERLINK “https://www.youtube.com/watch?
v=hXYaNZpT0h4&list=PLWx3mmPS_wzX2lKCKkAE4K9tBp_PzIyHw”list=PLWx3mmPS_wzX2lKCKkAE4K9tBp_PzIyHw
unit 5
Overview
Leaner-centered objectives are foundational for effective planning, implementation and evaluation of teaching.
In Unit 5, you will learn one of the most important skills of an effective educator, how to write learning objectives. When objectives are clearly stated
and tailored to the unique circumstances of the situation, it is clear to both the teacher and the learner where energy should be directed. Learning
objectives direct the choice of teaching strategies and give the teacher and learner a clear means by which to evaluate the teaching and learning.
Warm-up
From Your Experience� Think of something you taught someone recently. In which domain(s) of learning would you place your teaching:
cognitive? (intellectual ability, mental capacities and thinking processes)
affective? (feelings, attitudes, values)
psychomotor? (motor skills)
Learning Objectives
When you have completed Unit 5, you should be able to achieve or exceed the following:
explain the three domains of learning, and describe the levels of learning within each domain,
explain why the three perspectives of learning are not mutually exclusive,
write learning objectives for each of the three domains of learning, and
select the most appropriate domain(s) for specific teaching projects.
Teaching methods
discussion, testimonials, role-playing, field trips, lecture, demonstration, return demonstration, self-study course, games, laboratory experience,
simulations, drill and practice, printed handouts, story-telling, videos, question and answer.
Bonus – think of at least one more teaching method for each domain.
References
Clark, D. (2012). A model of learning objectives and learning domains of Bloom�s taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-
teaching-practices/revised-blooms-taxonomy
Iowa State Centre for Excellence in Learning and Teaching (2012). A model of learning objectives. Retrieved through Merlot II database from
http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
LaFontaine, T.P., &Roitman, J.L. (2013). Lifestyle management of adult obesity: Patient presents. Virtual Health Care Team, School of Health Professions,
University of Missouri-Columbia.
