 HEALTH EDUCATION Is a social science that draws

from the biological, environmental, psychological,

physical and medical sciences to promote health and
prevent disease, disability and premature death
through education-driven voluntary behavior change
activities.
 HEALTH EDUCATION Is the development of
individual, group, institutional, community and
systemic strategies to improve health knowledge,
attitudes, skills and behavior.
 AIM OF HEALTH EDUCATION Is to positively
influence the health behavior of individuals and
communities as well as the living and working
conditions that influence their health.
 Legal Basis of Health Education in
the Nursing Service
Rule IV, Article VI, Sec. 28 of the Philippine
Nursing Act of 2002 RA 9173 states that a
nurse function is;
 Provide health education to individuals, families
and communities
 Teach, guide and supervise students in nursing
education
 Historical Foundations
 As early as 1918, the National league of Nursing
Education (NLNE) in the United States observed the
importance of health teaching as a function within
the scope of nursing practice.
 By 1950, the NLNE had identified course content in
nursing school curricula to prepare nurses to
assume the role as teachers of others.
 In recognition of the importance of patient
education by nurses, the Joint Commission (JC),
established nursing standards for patient education
as early as 1993.
• Public health nurses clearly understood the
significance of the role of the nurse as teacher in
preventing disease and in maintaining the health of
society. ( Chachkes & Christ, 1996)
• The Pew Health Professions Commission influenced
by the dramatic changes surrounding health care,
published a broad set of competencies it believed
would mark the success of the health professions in
the 25th century. ( 1995 )
 WHY IS HEALTH
EDUCATION
IMPORTANT?

• Empowers peoples to decide for themselves what options to

choose to enhance their quality of life
• Improves the health status of individuals, families,
communities, states and the nation.
• Health education enhances the quality of life for all people.
• Health education reduces premature deaths.
BY FOCUSING ON
PREVENTION, HEALTH
EDUCATION REDUCES
THE COSTS ( BOTH
FINACIAL AND HUMAN)
THAT INDIVIDUALS,
EMPLOYERS, FAMILIES,
INSURANCE
COMPANIES, MEDICAL
FACILITIES,
COMMUNITIES, THE
STATE AND THE NATION
WOULD SPEND ON
MEDICAL TREATMENT.
 Trends in Health Education
 The federal government has published Healthy
People 2010: Understanding and Improving Health .
 The growth of managed care has resulted in shifts in
reimbursement for health care services
 Health providers are recognizing the economic and
social values of reaching out to communities,
schools and workplaces to provide education
 Politicians and healthcare administrators alike
recognize the importance of health education to
accomplish the economic goal of reducing the high
costs of health services.
 Healthcare professionals are increasingly concerned
about malpractice claims and disciplinary action for
incompetence.
 Nurses continue to define their professional role,
body of knowledge, scope of practice, and expertise,
with client education as central to the practice of
nursing.
 Consumers are demanding increased knowledge
and skills about how to care for themselves and how
to prevent disease.
 The increase in chronic and incurable conditions
requires that individuals and families become
informed participants to manage their own illnesses.
 Healthcare providers are becoming increasingly
aware that client health literacy is an essential skill if
health outcomes are to be improved nationwide.
 Demographic trends like aging of the population
requires emphasis on self-reliance and maintenance
of a health status
Characteristic of Effective Health Education
• Is directed at people who are directly involved with health related
situations and issues
• Lessons are repeated and reinforced over time using different
methods
• Lessons are adaptable and use existing channels of communication
• Entertaining attract attention
• Clear, simple language with local expression
• Emphasizes short term benefits
• Use demonstrations
7 Areas of Responsibility of a Health Educator
1) Assess Needs, Resources, and Capacity for Health
Education/Promotion
2) Plan Health Education/Promotion
3) Implement Health Education/Promotion
4) Conduct Evaluation and Research Related to Health
Education/Promotion
5) Administer and Manage Health Education/Promotion
6) Serve as a Health Education/Promotion Resource Person
7) Communicate, Promote, and Advocate for Health, Health
Education/Promotion, and the Profession
Assess Needs, Resources, and Capacity for
Health Education/Promotion
When working to improve the health of a community, the first step is to
assess the health needs of that community.
Plan Health Education/Promotion

• Once you have identified the health needs of your community and how best to communicate health
knowledge, you have to put together a plan.
Implement Health Education/Promotion
• After putting in the work to develop a strong program, you can then go out into your community and
provide the education the community needs to improve its overall health and address health-related
needs of the community.
Conduct Evaluation and Research Related to Health Education/Promotion

• As a health educator, your responsibilities extend beyond the implementation of a health education
or promotion program. You must also be able to evaluate your program as well as any other
programs, projects, or policies you’re involved in. This means you must understand proper
evaluation methodology and have realistic, measurable objectives.
Administer and Manage Health Education/Promotion

• If you’ve developed a health education or promotion program, it’s likely you will be running that
program.
Serve as a Health Education/Promotion Resource Person

As a health educator, you’re expected to make yourself available to answer community health
questions and help that community understand and address health concerns.
Communicate, Promote, and Advocate for Health,
Health Education/Promotion, and the Profession
Not everyone understands the importance of health
educators or the role they can play in improving local,
national, and global health.
 CHANGE PROCESS
“Nothing is permanent but change”
GUIDELINES THAT MAY HELP AFFECT CHANGE
1. PERCEIVE THE NEED FOR CHANGE
• Both teacher and students must be able to assess their own need for
CHANGE.
• Progress requires modification, improvement or replacement of
obsolete knowledge through RE-EDUCATION and training.
Integration
Transference
Assimilation
Uncertainty
Resistance
Initiate group Interaction
• Initiate and motivate clients to think critical of situations which will
help them build a framework for problem solving process
a) Identify external and internal forces for change
b) State the problem
c) Identify constrains
d) List change strategies
e) Select best change strategies
f) Formulate a plan for implementation
g) Develop a tool to Evaluate
Implement change one step at a time
• Change must be done gradually, one at a time in an orderly and
systematic process .
• Abrupt change can change resistance
Evaluate over all results of change and make
further adjustment
• Identify strength and weakness so as to provide remedial meansures
Theories in Health Education
4 Commonly Used Health Theories
• Nola Pender – Health Promotion Theory
• Bandura’s Self-efficacy theory
• Becker’s Health Belief Model
• Greens Precede and Proceed Model
Nola Pender
Health Promotion Model
Nola Pender’s Health Promotion Model
• Nola Pender’s Health Promotion Model theory was originally
published in 1982 and later improved in 1996 and 2002. It has been
used for nursing research, education, and practice. Applying
this nursing theory and the body of knowledge that has been
collected through observation and research, nurses are in the top
profession to enable people to improve their well-being with self-care
and positive health behaviors.
Definition of Health Promotion
• Health promotion is defined as behavior motivated by the desire to
increase well-being and actualize human health potential. It is an
approach to wellness.
“Empowering people to make healthy lifestyle choices and motivating
them to become better self-managers”
• health protection or illness prevention is described as behavior
motivated desire to actively avoid illness, detect it early, or maintain
functioning within illness constraints.
Nola Pender’s Health Promotion Model
Assumptions
• Individual Strive to control their own behavior
• Individuals work to improve themselves and their environment
• Health professionals comprise the interpersonal environment- which
influences individual behavior
• Self-initiated change is essential to changing behavior
Health Promotion Model
Focal Areas
1. Individual Experiences
2. Behavior-specific knowledge and affect
3. Behavioral outcomes
Health Promotion Model
1. Individual Experiences
❑Prior Related Behavior
❑Personal Factors
2. Behavior-specific knowledge and affect
❑ Perceived benefits to action
❑ perceived barriers to action
❑ Perceived self-efficacy
❑ Activity related affect
❑ Interpersonal influences
❑ Situational influences
Health Promotion Model
3. Behavioral outcomes
• Commitment to plan
• Immediate competing demands and preferences
• Health promoting behavior
Sub-concepts of the Health
Promotion Model
1. Individual Experience
1.1 Prior Related Behavior = Past experiences
1.2 Personal Factors
= are categorized as biological, psychological, and socio-cultural. These
factors are predictive of a given behavior and shaped by the target
behavior’s nature being considered.
• Personal biological factors. Include variables such as age, gender, body
mass index, pubertal status, aerobic capacity, strength, agility, or balance.
• Personal psychological factors. Include variables such as self-esteem, self-
motivation, personal competence, perceived health status, and definition
of health.
• Personal socio-cultural factors. Include variables such as race, ethnicity,
acculturation, education, and socioeconomic status.
2. Behavior-specific knowledge and affect
2.1 Perceived Benefits of Action
• Anticipated positive outcomes that will occur from health behavior.
2.2 Perceived Barriers to Action
• Anticipated, imagined, or real blocks and personal costs of
understanding a given behavior.
2.3 Perceived Self-Efficacy

• The judgment of personal capability to organize and execute a health-

promoting behavior. Perceived self-efficacy influences perceived
barriers to action, so higher efficacy results in lowered perceptions of
barriers to the behavior’s performance.
2.4 Activity-Related Affect
• Subjective positive or negative feeling occurs before, during, and
following behavior based on the stimulus properties of the behavior
itself.
• Activity-related affect influences perceived self-efficacy, which means
the more positive the subjective feeling, the greater its efficacy. In
turn, increased feelings of efficacy can generate a further positive
affect
2.5 Interpersonal Influences
• Cognition concerning behaviors, beliefs, or attitudes of others.
Interpersonal influences include norms (expectations of significant
others), social support (instrumental and emotional encouragement),
and modeling (vicarious learning through observing others engaged in
a particular behavior). Primary sources of interpersonal influences are
families, peers, and healthcare providers.
2.6 Situational Influences
• Personal perceptions and cognitions of any given situation or context
can facilitate or impede behavior. Include perceptions of options
available, demand characteristics, and aesthetic features of the
environment in which given health-promoting is proposed to take
place. Situational influences may have direct or indirect influences on
health behavior.
3. Behavioral outcomes
3.1 Commitment to Plan of Action
• The concept of intention and identification of a planned strategy
leads to the implementation of health behavior
3.2. Immediate Competing Demands and
Preferences
• Competing demands are those alternative behaviors over which
individuals have low control because of environmental contingencies
such as work or family care responsibilities. Competing
preferences are alternative behaviors over which individuals exert
relatively high control, such as choice of ice cream or apple for a
snack
3.3. Health-Promoting Behavior
• is an endpoint or action-outcome directed toward attaining positive
health outcomes such as optimal wellbeing, personal fulfillment, and
productive living.
Health
Promotion
Model
 Major Assumptions in Health Promotion
Model
• Individuals seek to regulate their own behavior actively.
• Individuals in all their biopsychosocial complexity interact with the
environment, progressively transforming the environment and being
transformed over time.
• Health professionals constitute a part of the interpersonal
environment, which influences persons throughout their life span.
• Self-initiated reconfiguration of person-environment interactive
patterns is essential to behavior change.
Self-Efficacy Theory
Albert Bandura’s
Albert Bandura’s Self-Efficacy Theory
• Self-Efficacy is a person’s particular set of beliefs that determine how
well one can execute a plan of action in prospective situations
• self-efficacy is a person’s belief in their ability to succeed in a
particular situation.
• involves determination and perseverance – seeing as how it helps one
overcome obstacles that would interfere with utilizing those innate
abilities to achieve goals.
“If you believe something is possible, you are
less likely to try and likely give up early.”
Health Belief Model
Becker and Rosenstock, 198
Health Belief Model
is a theoretical model that can be used to guide health
promotion and disease prevention programs. It is used
to explain and predict individual changes in health
behaviors. It is one of the most widely used models for
understanding health behaviors.
Key components of HBM
1. Perceived susceptibility - This refers to a person's subjective perception of the risk of acquiring an illness or disease.
There is wide variation in a person's feelings of personal vulnerability to an illness or disease.
2. Perceived severity - This refers to a person's feelings on the seriousness of contracting an illness or disease (or leaving
the illness or disease untreated). There is wide variation in a person's feelings of severity, and often a person considers
the medical consequences (e.g., death, disability) and social consequences (e.g., family life, social relationships) when
evaluating the severity.
3. Perceived benefits - This refers to a person's perception of the effectiveness of various actions available to reduce the
threat of illness or disease (or to cure illness or disease). The course of action a person takes in preventing (or curing)
illness or disease relies on consideration and evaluation of both perceived susceptibility and perceived benefit, such
that the person would accept the recommended health action if it was perceived as beneficial.
4. Perceived barriers - This refers to a person's feelings on the obstacles to performing a recommended health action.
There is wide variation in a person's feelings of barriers, or impediments, which lead to a cost/benefit analysis. The
person weighs the effectiveness of the actions against the perceptions that it may be expensive, dangerous (e.g., side
effects), unpleasant (e.g., painful), time-consuming, or inconvenient.
5. Cue to action - This is the stimulus needed to trigger the decision-making process to accept a recommended health
action. These cues can be internal (e.g., chest pains, wheezing, etc.) or external (e.g., advice from others, illness of
family member, newspaper article, etc.).
6. Self-efficacy - This refers to the level of a person's confidence in his or her ability to successfully perform a behavior.
This construct was added to the model most recently in mid-1980. Self-efficacy is a construct in many behavioral
theories as it directly relates to whether a person performs the desired behavior.
HBM
PRECEDE-PROCEED MODEL
• Lawrence W. Greene
 PRECEDE-PROCEED MODEL

The PRECEDE-PROCEED model is a comprehensive

structure for assessing health needs for designing,
implementing, and evaluating health promotion and
other public health programs to meet those needs.
PRECEDE provides the structure for planning a targeted
and focused public health program. PROCEED provides
the structure for implementing and evaluating the public
health program.
PRECEDE
stands for Predisposing, Reinforcing, and Enabling Constructs in Educational
Diagnosis and Evaluation. It involves assessing the following community factors:

• Social assessment: Determine the social problems and

needs of a given population and identify desired results.
• Epidemiological assessment: Identify the health
determinants of the identified problems and set priorities
and goals.
• Ecological assessment: Analyze behavioral and
environmental determinants that predispose, reinforce, and
enable the behaviors and lifestyles are identified.
• Identify administrative and policy factors that influence
implementation and match appropriate
interventions that encourage desired and expected
changes.
• Implementation of interventions.
PROCEED
stands for Policy, Regulatory, and Organizational Constructs in Educational and
Environmental Development. It involves the identification of desired outcomes
and program implementation:

• Implementation: Design intervention, assess

availability of resources, and implement program.
• Process Evaluation: Determine if program is reaching
the targeted population and achieving desired goals.
• Impact Evaluation: Evaluate the change in behavior.
• Outcome Evaluation: Identify if there is a decrease in
the incidence or prevalence of the identified negative
behavior or an increase in identified positive behavior.
 Theories in Health Education
Nola J. Pender Health Promotion Model
complementary counterpart to models of health
protection
defines health as a positive dynamic state rather than
simply the absence of disease.
increasing a patient’s level of well-being.
describes the multidimensional nature of persons as
they interact within their environment to pursue
health.
HEALTH EDUCATION IN HEALTH CARE
Objectives:
At the end of the session students will be able to:
1. Define the concepts of education in relation to health care
2. Compare the similarities and difference between the nursing
process and education process
3. Understand and enumerate the Education Process Paradigm
4. Recognize the role of nurses as health educators
5. Recognized the effective teaching
 Health Education
• It is a process concerned with the designing,
implementing and evaluating programs that enables
families, groups, organizations and communities to
play active roles in achieving, protecting and
sustaining health.
• Combination of learning experience to facilitate
voluntary adaptation of behavior conductive to health
Health Education
Promoting
life style,
community
actions and
condition to
live
healthful
lives

Health Well-being
• Health Education Process – is a systematic, sequential, planned
course of action with teaching and learning as its two major
independent functions and the teacher and learner as the key players
involved

• Teaching – is an deliberate intervention involving the planning and

implementation of instructional activities and experiences to meet
the intended learner outcome based on the teaching plan

• Instruction - one aspect of teaching in which involves communicating

information about specific skill
• Learning - Is a change in behavior (KAS) that can occur at any time or
in any place as a result of exposure to environmental stimuli.
• Patient education - is a process of assisting people to learn health
related behaviors (KAS) which can be incorporated into their daily
lives

Subject
Teacher
Matter

Learner
Pillars of Teaching-learning Process

Subject
Teacher
Matter

Learner
Nursing Process and Education Process
(Similarities and Differences)
A – appraise physical and A – ascertain learning
psychosocial needs. needs, readiness to learn
P – develop care plan based and learning styles.
on mutual goal setting to P – develop teaching plan
meet individual needs. based on mutually
I – carry out nursing care predetermined behavioral
interventions using standard outcomes to meet
procedures. individual needs.
E – determine physical and I – perform the act of
psychosocial outcomes. teaching using specific
instructional methods and
tools.
E – determine behavior
changes in KAS.
ASSURE MODEL AS EDUCATION PROCESS
PARADIGM
• A useful paradigm to assist nurses to organize and carry out
the education process is the ASSURE Model.
• A – Analyze the learner
• S - State the objectives
• S – Select the instructional methods and
materials
• U – Use the instructional methods and
materials
• R – Require learner participation
• E – Evaluate the teaching plan, revise as
necessary
Objective Formulation

S - SPECIFIC
M - MEASURABLE
A - ATTAINABLE
R - REALISTIC
T – TIME-BOUND
Role of the Nurse as Educator
The role of educator is not primarily to teach, but to
promote learning and provide for an environment
conducive to learning – to create the teachable moment
rather than just waiting for it to happen. ( Wagner & Ash,
1998 )
The role of the nurse as teacher should stem from a
partnership philosophy. A learner cannot be made to
learn, but an effective approach in educating others is to
actively involve learners in the education process. (
Bodenheimer et al., 2002 )
• Although all nurses are able to function as givers of
information, they need to acquire the skills of being a
facilitator of the learning process. ( Musinski, 1999 )
• Consider the following questions posed:
• Is every nurse adequately prepared to assess for
learning needs, readiness to learn, and learning
styles?
• Can every nurse determine whether information
given is received and understood?
• Are all nurses capable of taking appropriate action
to revise the approach to educating the client if
the information provided is not comprehended?
• Do nurses realize the need to transition their role
of educator from being a content transmitter to
being a process manager, from controlling the
learner to releasing the learner, and from being a
teacher to becoming a facilitator. (Musinski, 1999)
Role of a Health Educator
• Giver of Information
• Facilitator of learning
• Coordinator of teaching
• Client Advocate
 Barriers to Teaching and Obstacles to
Learning
• Barriers to teaching are those factors that impede the
nurse’s ability to deliver educational services.
• Obstacles to learning are those factors that negatively
affect the ability of the
learner to pay attention to and
process information.
 Barriers to Teaching
• Lack of time to teach.
• Lack of confidence and competence to teach.
• Personal characteristics of the nurse educator plays
an important role in determining the outcome of the
teaching-learning interaction.
Low priority assigned to patient and
staff education by administration.
• The environment in the various settings where nurses
are expected to teach is not always conducive to
carrying out the teaching-learning process.
• Some nurses and physicians question whether patient
education is effective as a means to improve health
outcomes.
• The type of documentation system used
by healthcare agencies has an effect
on the quality and quantity of patient
teaching.
 Obstacles to Learning
Lack of time to learn due to rapid patient discharge
from care.
The stress of acute and chronic illness, anxiety, and
sensory deficits in patients.
Low literacy and functional health illiteracy has been
found to be a significant factor in the ability of clients
to make use of the written and verbal instructions
given to them by providers.
 The negative influence of the hospital
 environment itself, resulting in the loss of
 control, lack of privacy, and social
 isolation.
• Personal characteristics of the learner have major
effects on the degree to which behavioral outcomes
are achieved.
• Lack of support and lack of ongoing positive
reinforcement from the nurse and significant others.
• Denial of learning needs, resentment of authority and
lack of willingness to take
• responsibility.
• The inconvenience, complexity, inaccessibility and
dehumanization of the healthcare system.
Applying Learning Theories to Health Care
Practice
Learning is a relatively permanent change in mental
processing, emotional functioning, and/or behavior as a
result of experience.
Learning enables individuals to adapt to demands and
changing circumstances and is crucial in healthcare.
Learning Theory is a coherent framework of integrated
constructs and principles that describe, explain or
predict how people learn.
Learning Theories
How do the environment and the internal dynamics
of the individual influence learning?
Is the learner viewed as relatively passive or more
active?
What is the educator’s task in the learning process?
What motivates individuals to learn?
What encourages the transfer of learning to new
situations?
What are the contributions and criticisms of each
learning theory?
COMMUNICATION IN NURSING
COMMUNICATION IN NURSING
Applying Learning Principles and Theories to
Healthcare Practice
LEARNING
• How does learning occur?
• Learning is an active process that takes place as individuals
interact with their environment and incorporate new
information or experiences with what they already know or
have learned.
• What kinds of experiences facilitate or hinder the
learning process?
• The educator exerts a critical influence on learning through
role modeling, the selection of learning theories, and how the
learning experience is structured for each learner.
10 Learning principles
• Use of several Senses
• What helps ensure that learning becomes relatively
permanent?
• 1. The likelihood of learning is enhanced by
organizing the learning experience, making it
meaningful and pleasurable, recognizing the role of
emotions in learning, and by practicing the
presentation in keeping with the learners ability to
process information.

• 2. Practicing new knowledge or skills under varied

conditions strengthens learning.
• 3. Reinforcement. Although reinforcement may or
may not be necessary, some theorists have argued
that it may be helpful because it serves as a signal
to the individual that learning has occurred.

• 4. Learning cannot be assumed to be relatively

lasting or permanent; it must be assessed and
evaluated by the educator soon after the learning
experience has occurred as well as by follow-up
measurements at later times
Principles of adult learning
• Primacy
• The state of being first, often creates a strong, almost
unshakable impression.
• Recency
• Things most recently learned are best remembered.
• Intensity
• The more intense the material taught, the likely it will be
retained.
• Implies that a student will learn more from the real thing
than from a substitute.
• Freedom
• Things freely learned are best learned.
• Since learning is an active process; students must have
freedom: freedom of choice, freedom of action, freedom
to bear the results of actions – three great freedoms that
constitute personal responsibility.
• Requirement
• “We must have something to obtain or do something”
1) Behaviorist
2) Cognitive
3) Social learning
4) Psychodynamic
5) Humanistic
1. Thorndike - theory on Connectionism
2. Pavlov & Watson– Classical Conditioning
3. Skinner - Operant Conditioning
4. Bandura – Observable learning and modeling
5. Gagne – hierarchy of learning
• Reward successful Practice
• Intelligence is strengthened when practice and
weakened when discontinued
• Transfer of learning occurs because of previously
encountered situation
EDWARD THORNDIKE “ 3 Laws of Learning”
I. Readiness
I. A degree of concentration and eagerness.
II. Exercise
I. The principle of exercise states that those things most
often repeated are best remembered
III. Effect
I. The principle of effect is based on the emotional
reaction of the student. It has a direct relationship to
motivation.
• Law of readiness
• Learning takes place when an action tendency is aroused through
preparatory adjustment, set, or attitude
• Preparation for action
• Law of Exercise
• Drill and practice increases efficiency and durability of learning
• Law of Effect
• Behavioral responses that were most closely followed by a satisfying result
were most likely become established patterns and to occurs again in response
to the same stimulus.
• Students learn automatic responses
• Concepts in Classical Conditioning
• Unconditioned stimulus (US) - is a stimulus or trigger that
leads to an automatic response.
• Unconditioned Response (UC) - is an automatic response
or a response that occurs without thought when an
unconditioned stimulus is present.
• Neutral Stimulus (NS) - is a stimulus that doesn't initially
trigger a response on its own.
• Conditioned Stimulus (CS) is a stimulus that was once
neutral (didn't trigger a response) but now leads to a
response.
• Conditioned Responses is a learned response or a
response that is created where no response existed
before.
 NS
CS

UR US

Acquisition is when US and CR are presented together

/ the condition response is learned
• Normal physiologic response that people show.
• Help student condition appropriate behavior
• Reinforcement and Punishment
• People learn because it is needed & it helps them
succeed. But they are not normal bodily function
• Operant can be gained changed and lost.
• Learning in which the consequences of behavior lead
to changes in probability of its occurence
• “Learning appropriate behavior because I'm going to
be rewarded”
Reinforcement Punishment
Increase the Positive Behavior Decrease the Negative Behavior

Increase the Positive Behavior Decrease the Negative Behavior

• Observable learning and modeling
• Students learn from what they observe and see
• It is important for teachers to be role model
• Conditions of learning Hierarchical Learning
• Learning happens in a particular sequence
• Learning must follow steps simple to complex
concrete to abstract.
Robert Gagne
Robert Gagne
• 3 Major Components in learning
1. Taxonomy of learning outcomes
2. Condition of learning
3. 9 event of instruction
• Theories supports ideas on
• Learning causes an observable change
• Skill should be learned one at a time
• Each new skill should build on previously acquired
skill\Learning and knowledge are both hierarchal
in nature
Taxonomy of learning outcomes
Condition of learning

• Verbal information- discriminate, distinguish and deffferentiate

• Concrete concept- identify, name, specify, label
• Defined concept- classify, categorize, type and sort
• Rule- demonstrate, show, solve (using one rule)
• Higher order tule- generate, develop, solve, using multiple rule
9 event of instruction
Cognitive Learning Theory
• Stress the importance of what goes on inside the
learner.
• A highly active process which involves perceiving the
information, interpreting it based on what is already
known, and then reorganizing the information into
new insights and understanding.
• In general, cognitive psychologists note that memory
processing and the retrieval of information are
enhanced by organizing information and making it
meaningful.
1. Gestalt Theory
2. Piaget’s Cognitive Development Stages
• Idea of grouping
• Proponents - Wolfgang Köhler and Kurt Koffka
• The whole is greater than the sum of its parts
Proximity
• objects tend to be grouped together according to proximity
Similarity
• similar objects tend to be grouped together
Continuity
our visual perception is biased to perceived continuous forms rather
than disconnected segments
Closure
automatically try to close and open figures so that they perceived as a
whole objects rather than separate pieces
Good Figure / law of simplicity
we tend to parse complex scenes in a war that reduces the complexity
Common Fate
objects that move together are perceived as group or related
1. Sensorimotor stage (0-2)
2. Pre-operational Stage (2-7)/Abstract thinking
3. Informal operations (7-11)/Concrete operational
stage
4. Formal Operational Stage 12 and above
• Ages: Birth to 2 Years
• Major Characteristics and Developmental Changes:
• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking,
grasping, looking, and listening
• Infants learn that things continue to exist even though they cannot be seen
(object permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world
around them
• (2-7)Major Characteristics and Developmental Changes:
• Children begin to think symbolically and learn to use words and
pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see
things from the perspective of others.
• While they are getting better with language and thinking, they
still tend to think about things in very concrete terms.
• Ages: 7 to 11 Years
• Major Characteristics and Developmental Changes
• During this stage, children begin to thinking logically about concrete events
• They begin to understand the concept of conservation; that the amount of
liquid in a short, wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information
to a general principle
• Ages: 12 and Up
• Major Characteristics and Developmental Changes:
• At this stage, the adolescent or young adult begins to think
abstractly and reason about hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical,
social, and political issues that require theoretical and abstract
reasoning
• Begin to use deductive logic, or reasoning from a general
principle to specific information
Social Learning Theory ( Albert Bandura, 1977, 2001 )
• A perspective on learning that includes consideration
of the personal characteristics of the learner, behavior
patterns and the environment.
• Vicarious Reinforcement is another concept from the
social learning theory and involves determining
whether role models are perceived as rewarded or
punished for their behavior.
Psychodynamic Learning Theory
• Emphasizes the importance of conscious and
unconscious forces in guiding behavior, personality
conflicts, and the enduring effects of childhood
experiences.

Humanistic Learning Theory

• Perspective on learning is the assumption that all
individuals have a desire to grow in a positive way.
• Heirarchy of needs plays an important role in human
motivation.
BENJAMIN BLOOM
• Cognitive
• Knowledge ( remembering info)
• Comprehension ( explaining the meaning of info)
• Application ( using abstractions in concrete situations )
• Analysis ( breaking down a whole into component parts )
• Synthesis ( putting parts together to form a new and integrated
whole )
• Psychomotor
• Affective
MARK TENNANT, 1995
• A – represents attitude also known as
affective learning.
• S – skills often called psychomotor or
manual learning.
• K – Knowledge, Cognitive learning is
the formal term used for mental
skills such as recall of information.
HOWARD GARDNER ( 1983, 1999 )
Seven Knowledge Types:
• Logical – Mathematical Intelligence
• Ability to detect patterns, think logically, reason and
analyze.
• Linguistic Intelligence
• Mastery of oral and written language in self expression
and memory
• Spatial Intelligence
• Ability to recognize and manipulate patterns in spatial
relationships.
• Musical Intelligence
• Ability to recognize and compose musical quality and
content for production and performance.
• Kinesthetic Intelligence
• Ability to use the body or parts of the body to create
products or solve problems
• Interpersonal Intelligence
• Ability to recognize another’s intentions and feelings
• Intrapersonal Intelligence
• Ability to understand oneself and the info to self manage.