Strategies of Health Education

Mr. Jhessie L. Abella, RN, RM, MAN

Strategies of Health Education

 Requirements:
Conduct of Symposium/Health Teaching Creation of IEC Materials Individual Reports

Health Education
Is a process concerned with designing implementing and evaluating educational programs that enables families, groups, organizations and communities to play active role in achieving, protecting and sustaining health.

Health education is the process by which individuals and group of people learn to Promote Maintain Restore health. Education for health begins with people as they are, with whatever interests they may have in improving their living conditions.

Health Education
Health education is also defined as any combination of learning experiences designed to facilitate voluntary adaptation of behavior conducive to health. Benefits of Effective Patient Education
Increase consumer satisfaction Improve quality of life Ensure continuity of care Decrease patient anxiety Effectively reduce the incidence of complications of illness Promote adherence to healthcare treatment plans Maximize independence Energize and empower consumers

What is EDUCATION?
EDUCATION as the broad umbrella process
includes the act of teaching and instruction.

Teaching is a deliberate intervention that involves

planning and implementation of instructional activities and experiences to meet intended learner outcome.

Instruction is one aspect of teaching. Involves

communicating of information about a specific domain.

ASSURE Model

THREE PILLARS OF TEACHING LEARNING PROCESS

Teachers- motivates the students to learn, inspire them to get out of their comfort zones to stretch and develop Learners Subject Matter

Barriers to Education and Obstacle to Learning

Lack of time Many nurses and other healthcare personnel are traditionally ill prepared to teach. Personal characteristics of the nurse educators Lack of space and privacy in various environment

Obstacle to LEARNING
The stress of acute and chronic illness, sensory deficits and low literacy The negative influence of the environment Lack of time to learn due to rapid discharge Personal characteristics of learner Lack of support and on going reinforcement Denial of learning needs anxiety, hospital

patients

positive

11 KEYS AREAS OF NURSING

Competencies of Health Education

Competencies of Health Education

R.A 9173

 Role

is defined as a function, responsibility, job, task, position or behavior that includes accountability and responsibility. As a teacher, the nurse performs multiple roles as a manger, facilitator, a source of motivation and inspoiration, an agent for social change, role model, and resource person.

 Heidgerken defined the role function of the nurse educator as the; Instructional role
Planning and organizing course Creating and maintaining a desirable group climate Adopting teaching method and preparing instructional

materials Motivating and challenging students teaching

Faculty role Individual role

Application of Ethical Principle in Patients Education

Autonomy

Veracity

Non Malificence

Beneficence

Confidentiality

Justice

Brain Dominance Test

Interpretations

Male and Female BRAIN Difference

1. Brain size: The male brain is typically about ten percent larger than the female brain. Although the extra mass does give males more processing power, this doesnt make men more intelligent. Rather, science believes the reason for the increased brain mass is to accommodate the bigger body mass and muscle groups of the male (human).

2. Brain hemispheres: Many men are sharply left-brain dominant, while women tend to be more evenly balanced between left and right-brain processing. Women are therefore thought to be slightly more intuitive, and sometimes better communicators. Men are often less socially adept, and are more taskoriented thinkers than females. 3. Relationships: Women are purported to have better communication skills and emotional intelligence than men. Women tend to be group-oriented, and apt to seek solutions by talking through issues. Men can have trouble picking up on emotional cues unless theyre clearly verbalized making for tricky communications between the sexes.

Male and Female BRAIN Difference

4. Mathematical skills: The inferior-parietal lobule, which controls numerical brain function, is larger in males than in females. On standardized tests, men often score higher on mathematical tests than women. 5. Stress: When faced with stressful situations, men usually employ fight or flight tactics, while women use a tend or befriend response that is rooted in their natural instincts for caring for their children and establishing strong group bonds. 6. Language: Women often excel at language-based tasks for two reasons: two brain areas that deal with language are larger in females, and females process language in both hemispheres while males favor a single brain half. 7. Emotions: Since women tend to have a larger deep limbic system then men, theyre more in touch with their feelings and are better at expressing their emotions. This makes women better at connecting with others, but unfortunately also more prone to different types of depression.

Male and Female BRAIN Difference

8. Spatial abilities: The parietal region is thicker in the female brain, making it harder for them to mentally rotate objects an important spatial skill. Women often report difficulty with spatial tasks, both on tests and in real life. 9. Susceptibility to brain function disorders: Men are more likely to be dyslexic or have other language disabilities, since theyre more often left-brain dominant. Males are also more prone to autism, ADHD and Tourettes Syndrome, while women are more susceptible to mood disorders like anxiety and depression.

Quiz No.1
How do the environment and the internal environment influence learning? What motivates you to learn? Rate your learning acquisition during your first year up to the present. Use the scale of 0 to 100%. Depend your answer. How important is the teacher factor in learning. Cite an example.

Basic Principle of Teaching and Learning

Florence Nightingale who has earned the title of Mother of Modern Nursing was the epitome of the true nursing educator as she advocated the importance of teaching to promote health and recovery. Florence Nightingale School of Nursing at St. Thomas Hospital in London June 15, 1860 In 1938 the NLN declared that Nurses was fundamentally a teacher and an agent of health

Nursing Education Process

Teaching is a deliberate intervention involving the planning and implementation of instructional activities and experiences to meet the intended learner outcome on the teaching plan. Instruction is just one aspect of teaching which involves communicating of information (Cognitive, affective or psychomotor) Learning is a change in behavior (KSA)

Nursing Education Process

Differences Between Nursing Process and Education Process

Nursing process focuses on planning and implementation of care based on assessment and diagnosis of the patients physical and psychosocial needs Education process identifies instructional content and methods based on assessment of the clients learning needs, readiness to learn and learning styles Based on OUTCOMES:
Nursing Process: when the physical and psychosocial needs of the client are met Educational Process when the changes in knowledge attitude and skills occurs

Principle of Teaching Learning Process

Principle of Teaching Learning Process

Selected Teaching Strategies

Selected Teaching Strategies

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

I hate making mistakes.

When I make an outline, I write down only the key points.

I wish I had more time to think before speaking.

I focus on the details rather than the big picture. I can summarize information rather easily.

My written outlines contain many details.

It is easy for me to paraphrase what other people say. I prefer simple answers to lengthy explanations. It is easy for me to see the overall plan or big picture.

I am satisfied with knowing the major ideas without the details. In class, I get irritated if mistakes are not corrected.
Too many details tend to confuse me. I like studying grammar. I prefer detailed answers to short answers. 1,3,4,6,11,13,14 analytic / 2,5,7-10,12 global

Global Learners

Analytic Learners

Female Learner

Male Learner

Learning Environment

The role of the educator is not primarily to teach, but to promote learning and to provide for an environment conducive to learning

Qualities of Effective Teacher

A role model Professional competence Willingness to learn new roles and teaching methods Ability to reflect on or assess her performance Desire to improve oneself to succeed.

Six Hallmarks of a Good Teaching in Nursing

Professional competence Possession of skillful interpersonal relationship Desirable personal characteristics Teaching practice Availability to students Evaluation practices

CMO 14 S. of 2009

SEVEN PRINCILES OF GOOD PRACTICE TEACHING

Encourage interaction between the teacher and the learner Elicit cooperation among the students to do collaborative learning Students should engage in active learning Giving prompt feedback Emphasizing time on task Communicating higher expectations Respecting the diverse talents and ways of learning

Barriers to Education
Lack of time Lack of preparation nurse to teach Personal characteristics of nurse as a teacher Low priority given to patient Lack of space and privacy Many nurses and other healthcare personnel are traditionally ill prepared to teach. Personal characteristics of the nurse educators Lack of space and privacy in various environment

Obstacle to LEARNING
The stress of acute and chronic illness, sensory deficits and low literacy The negative influence of the environment Lack of time to learn due to rapid discharge Personal characteristics of learner Lack of support and on going reinforcement Denial of learning needs anxiety, hospital

patients

positive

How to Succeed in Your Studies

Take responsibility for yourself Recognize that in order to succeed you need to make decisions about your priorities, your time, and your resources
Center yourself around your values and principles Don't let friends and acquaintances dictate what you consider important Put first things first Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals Discover your key productivity periods and places Morning, afternoon, or evening? Find spaces where you can be the most focused and productive. Prioritize these for your most difficult study challenges

How to Succeed in Your Studies

Consider yourself in a win-win situation When you contribute your best to a class, you, your fellow students, and even your teacher will benefit. Your grade can then be one additional check on your performance First understand others, then attempt to be understood When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place. Now ask yourself how you can best make your argument given his/her situation Look for better solutions to problems For example, if you don't understand the course material, don't just re-read it. Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center Look to continually challenge yourself.

ASPIRE Study System

A: Approach/attitude/arrange
Approach your studies with a positive attitude Arrange your schedule to eliminate distractions

S: Select/survey/scan
Select a reasonable chunk of material to study Survey the headings, graphics, pre- and post questions to get an overview Scan the text for keywords and vocabulary: mark what you dont understand

P: Piece together the parts:

Put aside your books and notes Piece together what you've studied, either alone, with a study pal or group: summarize what you understand.

ASPIRE Study System

I: Investigate/inquire/inspect:
Investigate alternative sources of information you can refer to: other text books, websites, experts, tutors, etc. Inquire from support professionals (academic support, librarians, tutors, teachers, experts,) and other resources for assistance Inspect what you did not understand.

R: Reexamine/reflect/relay Reexamine the content | Reflect on the material | Relay understanding

Reexamine: What questions are there yet to ask? Is there something I am missing? Reflect: How can I apply this to my project? Is there a new application for it? Relay: Can I explain this to my fellow students? Will they understand it better if I do?

E: Evaluate/examine/explore:
Evaluate your grades on tests and tasks: look for a pattern Examine your progress: toward achieving your goals Explore options: with a teacher, support professional, tutor, parent if you are not satisfied.

Theories of Learning
Learning is a relatively relative permanent change in mental processing, emotional functioning, and or behavior as a result of experience. It is a lifelong dynamic process by which individual acquire new knowledge or skills and alter their thoughts, feelings, attitudes and actions.

"The only person who is educated is the

one who has learned how to learn and change. "Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The

Theories of Learning
How Does Learning Occurs??
Learning occurs as the individual interacts with his/her environment and incorporates or applies new information or experience to what he/she knows or has learned. Learners also have their own way of taking in and processing information and the type, nature and level of motivation also affects learning.

Common Principles of Learning

Use several senses Actively involve the patients or clients in the learning process Provide an environment conducive to learning Assess the extent to which the learner is ready to learn Determine the relevance of the information Repeat the information Generalize information Make learning a pleasant experience begin with what is known; move towards the unknown Present information at an appropriate rate

Edgar Dales Learning Cone

Factors Affecting Intelligence

1) Heredity and Environment:

Heredity provided the physical body to be developed with certain inherent capabilities while environment provides for the maturation and training of the organism. In 1940 Newman concluded that variations in I.Q. were determined about 68% by heredity and 32% by environment. During an individuals life time variation in I.Q. is due to environment, since the heredity cannot change. Improved nutrition health, an stimulus situations would account for this change. Environment of children ages 2 to 4 years appears to be critical since the child normally learns language at this time. Better homes, school, medical facilities, less economic discrimination. Provides a mean for achieving a mentally able population.

Factors Affecting Intelligence 2) Age:

A person who bright or dull in childhood tends to remain bright or dull throughout his life. Growth I intelligence can continue through the early twenties, person achieves his maximum 10 at about 20 years are and remain stable till 10 years and decreases after that. Some abilities remain constant while others decline rapidly due to decline in physical efficiency. It is observed that the more intelligent person has more rapid of mental growth and continues to develop longer than does the mentally less able.

Factors Affecting Intelligence

3) Race and Nationality: o There is no prominent evidence to show that race in a factor for determining intellectual level. Difference exist between families are due to environment. The differences in races are also due to opportunity for training in early years. o All evidence indicates that there is little or no difference in inherited intellectual capacity due to race. There are differences, mostly due to opportunities for training and learning. The idea of inferior races due to heredity is not true.
4) Culture:
o Answer in intelligent test question are highly cultural. Cultural will determine the degree of a persons attitude and abilities.

Factors Affecting Intelligence

5) Health and Physical Development: Physical and mental health is related to ones ability to gain desired achievement. A mental activity with delicate health, one may not possess enough energy to engage in mental activity to the extent that he achieves success. Physical defects such as in complete maturation of brain cells sensory and physical handicaps many interfere with observable intelligent behavior. Diseases also affect intelligence. Emotional bodies may interferes ones ability. Unfavorable health affects mental status of the individual.
6) Sex: It is a popular belief that boys are suppose to be more intelligent than girls. The research studies have shown that there is no significant differences between the sexes, on the average, girls seems to show slight superiority in language, memory and appreciation. Differences in intelligence are caused partly by environmental conditions

Factors Affecting Intelligence

7) Social and Economic Conditions: Home plays a significance role in the early developmental years. Home conditions influence on behaviors attitude. The financial status or the parents, neighborhood and environmental conditions also affect on the intelligence but due to their soci-economic status. Mentally defective, People (Feeble minded): Individuals whose I.Q.s are below 70 they are called as mentally defective or feeble minded people. They suffer from mamentia or luck of mind. Ladiecy-It is lowest grade of

Jean Piaget
Cognitive development theory
Children "construct" their understanding of the world through their active involvement and interactions. Studied his 3 children to focus not on what they knew but how they knew it. Described children's understanding as their "schemas and how they use: assimilation accommodation.

Piagets Cognitive Development Stages

Sensori-motor
Ages birth - 2: the infant uses his senses and motor abilities to understand the world

Preoperation
Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language

Concrete operations
Ages 7-11; the child uses logical operations or principles when solving problems

Formal operations
Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions

Lev Vygotsky
Socio-Cultural Theory Agreed that children are active learners, but their knowledge is socially constructed. Cultural values and customs dictate what is important to learn. Children learn from more expert members of the society. Vygotsky described the "zone of proximal development", where learning occurs.

ced.ncsc.edu/hyy/devtheories.htm

Social Learning Theory

Albert Bandura Stressed how children learn by observation and imitation. Believed that children gradually become more selective in what they imitate.

Classical Conditioning
It all started with Ivan Pavlov and his study of the digestive system Research based on work with animals Wildly successful 1905 Nobel Prize Studied the automatic connection between food (meat) in the mouth and the flow of digestive juices

REQUIREMENTS
Student should submit a TERM PAPER before the end of the TERM on the following topic;
Teaching Methodologies Employed by CELTECH College Instructors Assessing the Instructors Behavior Towards Effective Learning

Life Lesson No. 3

A turkey was chatting with a bull I would love to be able to get to the top of that tree, sighed the turkey, but I havent got the energy. Well, why dont you nibble on my droppings? replied the bull. Theyre packed with nutrients. The turkey pecked at a lump of dung and found that it gave him enough strength to reach the lowest branch of the tree

Life Lesson No. 3

The next day, after eating some more dung, he reached the second branch. Finally after a fourth night, there he was proudly perched at the top of the tree. Soon he was spotted by a farmer, who shot the turkey out of the tree.

Moral of the story: Bullshit might get you to the top, but it wont keep you there.

Applying Learning Principles and Theories to Health Care Practice

Learning is a relatively permanent change in mental processing, emotional functioning and or behavior as a result of experience.

How does Learning occurs???

Four Main Factor for Successful Learning

Wanting Learning by doing is how most people learn, including by trial and error, practice, and learning from mistakes. to learn is important. Learning through feedback: 'other people's reactions' is the most frequent reply about how people account for having developed positive feelings. Making sense' of what has been learned.

What kinds of experience facilitates or hinders the learning process?

1. The teachers selection of learning theories to be applied and the structuring or type learning experience are very important considerations. 2. The teachers knowledge of the nature of the learner, the materials to be learned, teaching method to be employed, communication skills and the ability to motivate the learners 3. The ability of the teachers to relate new knowledge to previous experience, values and the learners readiness to learn

What helps ensure that learning becomes relatively permanent?

Organizing the learning experience Practicing or rehearsing new information mentally or physically Applying reinforcement Assessing or evaluating whether learning has taken place immediately

Learning Theories
Is a coherent framework and set of integrated constructs and principles that describe, explain or predict how people learn, how learning occurs and what motivate people to earn and change. Teaching and learning techniques and strategies based on scientific studies and principles and assessment and evaluation techniques.

Why Health Professional Needs to Know the Nature of Learner?

Learning Theories put together concepts and propositions to explains why people learn and predict under what circumstances they will learn There is no single theory that can be considered as the best answer
Contribution of Learning Theories
1. Learning theories have helped us understand the process of teaching and learning or how individuals acquire knowledge 2. Helped the health professionals to employ sound methods and rationales in their health education 3. To understand the nature of the learner

Learning Theories
Learning theory is a coherent and set of integrated construct and principles that describes, explains or predict how people learn, how learning occurs, and what motivates people to learn and change. Five MAJOR THEORIES used in patient Education; Behaviorist Cognitive Social learning Psychodynamic Humanistic

BEHAVIORALIST
Behaviorism is described as a developmental theory that measures observable behaviors produced by a learners response to stimuli. Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are key in developing basic skills and foundations of understanding in all subject areas and in classroom management. Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e.tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement.

Proponents of Behaviorist Theories

John B. Watson Ivan Pavlov B.F. Skinner E. L. Thorndike Bandura Tolman

BEHAVIORALIST
Learning then is a result of the condition or the stimulus in the environment and the learners response that follows. S-R Model. Manipulate the environment to effect the desired change Motivation to change is brought about by the desire to reduce some drive or DRIVE REDUCTION For the behavior to be applied or transferred from the initial learning situation to other settings or circumstances is possible through practice or formation of habits.

How ANTABUSE Works

Antabuse has been used since 1951 to help people stop drinking. (The generic name of Antabuse is Disulfiram.) Antabuse is not only effective for stopping drinking. If you have a drug problem, anything that helps you stop drinking will also help you stop using drugs, because alcohol usually leads to drugs. Antabuse works by making you sick to your stomach if you have a drink. It works because if you know you can't drink, then you won't think about drinking as much.

BEHAVIORALIST
Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlovs dogs) and generalized to humans.

Behavioralist

John B. Watson
Aspects of Watson's theory:
He opposed mentalistic concepts He used contiguity to explain learning He considered emotion to be just another example of classical conditioning. He rejected the notion of individual differences He thought complex behaviors came about through combinations of identifiable reflexes He was a chief proponent of "nurture" and believed that all human differences were the result of learning He believed that practice strengthens learning

Respondent Conditioning
Was the first type of learning to be discovered and studied within the behaviorist tradition. The major theorist in the development of classical conditioning is Ivan Pavlov, a Russian scientist trained in biology and medicine (as was his contemporary, Sigmund Freud). Pavlov was studying the digestive system of dogs and became intrigued with his observation that dogs deprived of food began to salivate when one of his assistants walked into the room. He began to investigate this phenomena and established the laws of classical conditioning. Skinner renamed this type of learning "respondent conditioning" since in this type of learning, one is responding to an environmental antecedent.

Major Concepts
Classical conditioning is Stimulus (S) elicits >Response (R) conditioning since the antecedent stimulus (singular) causes (elicits) the reflexive or involuntary response to occur. Classical conditioning starts with a reflex: an innate, involuntary behavior elicited or caused by an antecedent environmental event.

Major Concepts
In order to have classical or respondent conditioning, there must exist a stimulus that will automatically or reflexively elicit a specific response. This stimulus is called the Unconditioned Stimulus or UCS because there is no learning involved in connecting the stimulus and response. There must also be a stimulus that will not elicit this specific response, but will elicit an orienting response. This stimulus is called a Neutral Stimulus or an Orienting Stimulus.

Major Concepts
During conditioning, the neutral stimulus will first be presented, followed by the unconditioned stimulus. Over time, the learner will develop an association between these two stimuli (i.e., will learn to make a connection between the two stimuli.)

Major Concepts
After conditioning, the previously neutral or orienting stimulus will elicit the response previously only elicited by the unconditioned stimulus. The stimulus is now called a conditioned stimulus because it will now elicit a different response as a result of conditioning or learning. The response is now called conditioned response because it is elicited by a stimulus as a result of learning. The two responses, unconditioned and conditioned, look the same, but they are elicited by different stimuli and are therefore given different labels.

Systematic Desensitization
Systematic desensitization is a technique which is used to help people manage and eventually conquer phobias. It can be performed by a psychologist or psychotherapist or by a patient who is willing to invest energy in doing systematic desensitization at home. The goal of the treatment is to allow the patient to experience situations which would normally result in anxiety, fear, and stress without tension.

Systematic Desensitization

Operant Conditioning
Operant Conditioning is the term used Skinner to describe the effects consequences of a particular behavior future occurrence of that behavior. There types of Operant Conditioning: by B.F. of the on the are four

Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weaken behavior.

Reinforcement are events that strengthen responses.

Positive Reinforcement
Reinforcement is a stimulus which follows and is contingent upon a behavior and increases the probability of behavior being repeated. Positive reinforcement can increase the probability of not only desirable behavior but also undesirable behavior.
For example, if a student whines in order to get attention

and is successful in getting it, the attention serves as positive reinforcement which increases the likelihood that the student will continue to whine.

Types of Reinforcement
Social Rein forcers: These are, reinforces which are socially mediated by teachers, parents, other adults, and peers which express approval and praise for appropriate behavior. Activity Rein forcers: Activity reinforces are very effective and positive for students. Allowing students to participate in preferred activities (such as games, computer time, etc.) is very powerful, especially if part of the reinforcement is being allowed to choose a classmate with whom to participate in the activity. This also provide social reinforcement from the partner.

Types of Reinforcement
Tangible Rein forcers: This category includes edibles, toys, balloons, stickers, and awards. Edibles and toys should be used with caution. Token Reinforcement: Token reinforcement involves awarding points or tokens for appropriate behavior. These rewards have little value in themselves but can be exchanged for something of value.

Isn't giving reinforcement like bribing a student?

This is not the case. A bribe is something which is unacceptable or inappropriate (and illegal). Reinforcement is given to bring about desirable change and to teach students to take responsibility for behavior.

How should I choose a reinforcer?

Reinforcers must be valued, preferred, and individualized. What may be extremely motivating for one student may be entirely useless for another. Use the following guidelines in choosing a reinforcer

O A M E

How should reinforcement be delivered?

Reinforcement must be consistently delivered, according to a planned reinforcement schedule. If it is not, no connection will develop between appropriate behavior and the enforcement and the behavior will not change. Reinforcement must be delivered immediately. Improvement should be reinforced. Do not wait until the student's behavior is perfect to deliver reinforcement. You should recognize improvement and let the student know that you recognize the effort.

How should reinforcement be delivered?

Do not give reinforcement because you feel sorry for a student. If a student does not achieve the required criterion, delivering reinforcement will only teach the student that rewards are readily available regardless of behavior and may even lead to an escalation of the behavior. Rather, recognize that you know the student is disappointed but that they will have the opportunity to try again tomorrow. Reinforcement must be contingent on behavior. Whenever possible, pair any reinforcement with social reinforcement. Make sure that social reinforcers are not ambiguous. Reinforcement should be age-appropriate.

Negative Reinforcement
Negative reinforcement is often, mistakenly, equated with punishment. Punishment is the application of aversive stimuli in order to reduce the chance of a behavior being repeated. Negative reinforcement is the removal of aversive stimuli in order to increase the probability of a behavior being repeated.

Negative Reinforcement
The concept of Negative Reinforcement is difficult to teach and learn because of the word negative. Negative Reinforcement is often confused with Punishment. They are very different, however. Negative Reinforcement strengthens a behavior because a negative condition is stopped or avoided as a consequence of the behavior.
Punishment, on the other hand, weakens a behavior because a negative condition is introduced or experienced as a consequence of the behavior.

Punishments
Punishment is used to help decrease the probability that a specific undesired behavior will occur with the delivery of a consequence immediately after the undesired response/behavior is exhibited. When people hear that punishment procedures are being used, they typically think that something wrong or harmful is being done but that is not necessarily the case. The use of punishment procedures have been used with both typical and atypical developing children, teenagers, elderly persons, animals, and people exhibiting different psychological disorders. There are two types of punishment: positive and negative, and it can be difficult to tell the difference between the two.

Positive Punishment
Positive Punishment works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future.

Negative Punishment
Negative Punishment happens when a certain desired stimulus/item is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future.

Positive and Negative

When thinking about punishment, always remember that the end result is to try to decrease the undesired behavior. For positive punishment, try to think of it as adding a negative consequence after an undesired behavior is emitted to decrease future responses. As for negative punishment, try to think of it as taking away a certain desired item after the undesired behavior happens in order to decrease future responses.

Sample Negative Reinforcement

Loud buzz in some cars when ignition key is turned on; driver must put on safety belt in order to eliminate irritating buzz (Gredler, 1992) the buzz is a negative reinforcer for putting on the seat-belt. Feigning a stomach ache in order to avoiding school (Gredler, 1992) school as negative reinforcer for feigning stomach aches. Rushing home in the winter to get out of the cold (Weiten, 1992). Fanning oneself to escape from the heat (Zimbardo, 1992). Cold weather as negative reinforcer for walking home (the colder the faster you walk..), and heat sa negative reinforcer for fanning. Cleaning the house to get rid of disgusting mess (Weiten, 1992), or cleaning the house to get rid of your mother's nagging (Bootzin, et al , 1991; Leahy & Harris, 1989). Nagging/Mess as negative reinforcer to cleaning. Studying for an exam to avoid getting a poor grade (Bootzin & Acocella, 1980). Low grade as a negative reinforcer for studying (but.. a high grade is a positive reinforcer for studying at the same time)

Example
Driving in heavy traffic is a negative condition for most of us. You leave home earlier than usual one morning, and don't run into heavy traffic. You leave home earlier again the next morning and again you avoid heavy traffic. Your behavior of leaving home earlier is strengthened by the consequence of the avoidance of heavy traffic.

Sample Negative Reinforcement

Taking aspirin to relieve headache (Bootzin & Acocella, 1980; Buskist & Gerbing, 1990; Gerow, 1992). Good example: headache as negative reinforcer to taking medication. Removing a stone that has lodged inside the shoe while walking (Pettijohn, 1992; Roediger, Capaldi, Paris, & Polivy, 1991). Pain as negative reinforcer to stopping to take off your shoe.. Prisoners try to break out of jail to escape the aversiveness of being locked up (Domjan & Burkhard, 1993). Leaving a movie theater if the movie is bad (Domjan & Burkhard, 1993). Running from the building when the fire alarm sounds (Domjan & Burkhard, 1993). Fire alarm as negative reinforcer for leaving building. Smoking in order to reduce a negative emotional state (Baron, 1992). Negative emotional state as negative reinforcer to smoking. Turning down the volume of a very loud radio (Roediger, Capaldi, Paris, & Polivy, 1991). Changes in sexual behavior (e.g., wearing condoms) to avoid AIDS (Gerow, 1992).

Cognitive Theories of Learning

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. When we say the word learning, we usually mean to think using the brain. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual.

Cognitive Triad

Cognitive Triad
In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and modify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment.

Gestalt Principles
Gestalt is also known as the "Law of Simplicity" or the "Law of Pragnanz" (the entire figure or configuration), which states that every stimulus is perceived in its most simple form. Gestalt theorists followed the basic principle that the whole is greater than the sum of its parts. In other words, the whole (a picture, a car) carried a different and altogether greater meaning than its individual components (paint, canvas, brush; or tire, paint, metal, respectively). In viewing the "whole," a cognitive process takes place the mind makes a leap from comprehending the parts to realizing the whole, We visually and psychologically attempt to make order out of chaos, to create harmony or structure from seemingly disconnected bits of information.

The Ground
This principle shows our perceptual tendency to separate whole figures from their backgrounds based on one or more of a number of possible variables, such as contrast, color, size, etc. A simple composition may have only one figure. In a complex composition there will be several things to notice. As we look from one to another they each become figure in turn.

The Principle of Similarity

Similarity: Elements that have similar properties are perceived as a group. In the example, we are able to perceive the cross shape, because we group the squares in our perception.

What is Memory?
Memory refers to the processes that are used to acquire, store, retain and later retrieve information. There are three major processes involved in memory: encoding, storage and retrieval.
Sensory Memory Sensory memory is the earliest stage of memory. During this stage, sensory information from the environment is stored for a very brief period of time, generally for no longer than a halfsecond for visual information and 3 or 4 seconds for auditory information. We attend to only certain aspects of this sensory memory, allowing some of this information to pass into the next stage - short-term memory.

What is Memory?
Short-Term Memory
Short-term memory, also known as active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. Paying attention to sensory memories generates the information in short-term memory. Most of the information stored in active memory will be kept for approximately 20 to 30 seconds. While many of our short-term memories are quickly forgotten, attending to this information allows it to continue on the next stage - long-term memory.

What is Memory?
Long-Term Memory
Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access..

Reporters
Edelberto Puga ----- Respondent Conditioning Operant Conditioning J.K. Villamor ----- Cognitive Learning Theory Piaget and Bastable Villaluna Darlene --- Kolbs Learning Style Emeline Salas --- Gardners Seven Types of Intelligence

Edward L. Thorndike
Law of Readiness The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If trainees have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than trainees who lack motivation. When trainees are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If

Edward L. Thorndike
Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for trainees to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.

Edward L. Thorndike
Law of Effect
This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a trainee is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show trainees that a problem is not impossible, but is within their capability to understand and solve..

Edward L. Thorndike
Law of Primacy
This law states that the state of being first, often creates a strong, almost unshakeable impression. For the instructor, this means that what they teach the first time must be correct. If a subject is incorrectly taught, it must be corrected. It is more difficult to un-teach a subject than to teach it correctly the first time. For the trainees' first learning experience should be positive and functionally related to training.

Edward L. Thorndike
Law of Intensity
The principle of intensity states that if the stimulus (experience) is real, the more likely there is to be a change in behavior (learning). A vivid, dramatic or exciting learning experience teaches more than a routine or boring experience. A trainee will learn more from the real thing than from a substitute. Demonstrations, skits, and models do much to intensify the learning experiences of trainees.

Edward L. Thorndike
Things most recently learned are best remembered, while the things learned some time ago are remembered with more difficulty. It is sometimes easy, for example, to recall a telephone number dialed a few minutes ago, but it is usually impossible to recall a telephone number dialed a week ago. Review, warm-ups, and similar activities are all based on the principle that the more recent the exercise, the more effective the performance. Practicing a skill or new concept just before using it will ensure a more effective performance. Instructors recognize the law of recency when they plan a lesson summary or a conclusion of the lecture. Repeat, restate, or reemphasize important matters at the end of a lesson to make sure that trainees remember them instead of inconsequential details.

Law of Recency

Albert Bandura
Theory posits that people learn from

one another, via observation, imitation, and modeling. People learn through observing others behavior, attitudes, and outcomes of those behaviors. Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.

Albert Bandura
Four Operations involved in

Modelling:

A R R M

Albert Bandura
Four Operations involved in Modeling:
Attention various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. Ones characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. Retention remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal Reproduction reproducing the image. Including physical capabilities, and self-observation of reproduction. Motivation having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and

Process of Cognitive Development

Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes."

In other animals, these reflexes control behavior throughout life.

However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes.

Process of Cognitive Development

Piaget described two processes used by the individual in its attempt to adapt:

assimilation and accomodation.

Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner.

Process of Cognitive Development

The process of using or transforming the environment so that it can be placed in preexisting cognitive structures.

Assimilation

Process of Cognitive Development

Assimilation
Example: an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.

Process of Cognitive Development

Accomodation

The process of changing cognitive structures in order to accept something from the environment.

Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Linguistic Intelligence-- involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information. Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains-- Gardner notes that spatial intelligence is also formed in blind children.
Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:

Musical Intelligence-- encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.) Bodily-Kinesthetic Intelligence-- is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated. The Personal Intelligences-- includes interpersonal intelligence -- the
ability to understand and discern the feelings and intentions of others-and intrapersonal intelligence --the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Gardner defines intelligence as of "the capacity to solve problems or fashion productsthey that are valued in Nevertheless, because their close association in to most cultures, are often one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he linked together. formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the
traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:

Kolb believes learning is the process whereby knowledge is created through the transformation of experience

concrete experience (or DO) reflective observation (or OBSERVE) abstract conceptualization (or THINK) active experimentation (or PLAN)

Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are:

1. assimilators, who learn better when presented with sound logical theories to consider
2. convergers, who learn better when provided with practical applications of concepts and theories

3. accommodators, who learn better when provided with hands-on experiences

4. divergers, who learn better when allowed to observe and collect a wide range of information

Lets See How Intelligent are YOU..=)

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 26 = L of the A 7 = D of the W 31 = F at B R 101 = D 52 = C in a D 7 = W of the W 88 = P K 13 = S on the A F 365 = D in a Y 18 = H on a G C 90 = D in a R A 200 = D for P G in M 50 = S in the U 3 = B M (S H T R) 4 = Q in a G 24 = H in a D 4 = W on a C 1 = H on a U 60 = S in a M 9 = P on a B B T 40 = D and N of the G F 28 = D in F 64 = S on a C B

Are you a Genius?

1) Do they have a 4th of July in England? 2) How many birthday's does the average man have? 3) Some months have 31 days; how many have 28? 4) How many outs are there in an inning?

5) Is it legal for a man in California to marry his widow's sister? 6) What's the answer when you divide 30 by 1/2 and add 10?
7) If there are 3 apples and you take away 2, how many do you have?

8) If a doctor gives you three pills, telling you to take one every half hour, how many minutes will the pills last? 9) A farmer has 17 sheep and all but 9 die. How many are left? 10) How many animals of each sex did Moses take on the ark? 11) A clerk in the butcher shop is 5'10" tall. What does he weigh? 12) How many two cents stamps are there in a dozen?

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23)

26 = L of the A -------- Letters of the Alphabet 7 = D of the W ------- Days of the Week 31 = F at B R ------- Flavors at Baskin Robbins 101 = D ------- Dalmations 52 = C in a D ------- Cards in a Deck 7 = W of the W ------- Wonders of the World 88 = P K ------- Piano Keys 13 = S on the A F ------- Stripes on the American Flag 365 = D in a Y ------- Days in a Year 18 = H on a G C ------- Holes in a Gold Course 90 = D in a R A ------- Degrees in a Right Angle 200 = D for P G in M ------- Dollars for Passing Go in Monopoly 50 = S in the U ------- States in the Union 3 = B M (S H T R) ------- Blind Mice (See How They Run) 4 = Q in a G ------- Quarts in a Gallon 24 = H in a D ------- Hours in a Day 4 = W on a C ------- Wheels on a Car 1 = H on a U ------- Horn on a Unicorn 60 = S in a M ------- Seconds in a Minute 9 = P on a B B T ------- Players on a BaseBall Team 40 = D and N of the G F ------- Days and Nights of the Great Flood 28 = D in F ------ Days in February 64 = S on a C B ------- Squares on a Checker Board

1-4 questions correct = average 5-8 questions correct = somewhat intelligent 9-13 questions correct = intelligent 14-16 questions correct = semi-genius 17-19 questions correct = genius 20+ questions correct = super genius

1) Yes 2) One 3) They all do. 4) 6 5) No. He's dead. 6) 70 7) 2 8) 60 9) 9 10) None. It was Noah! 11) meat 12) 12

12
10-11 7-9

Genius!
Above Normal Normal

4-6
1-3 0

A Bit Slow
Reeally Slow Were you awake?

1. Johnnys mother had three children. The first child was named April. The second

child was named May. What was the third childs name? 2. A clerk at a butcher shop stands five feet ten inches tall and wears size 13 sneakers. What does he weigh? 3. Before Mt. Everest was discovered, what was the highest mountain in the world? 4. How much dirt is there in a hole that measures two feet by three feet by four feet? 5. What word in the English language is always spelled incorrectly? 6. Billie was born on December 28th, yet her birthday always falls in the summer. How is this possible? 7. In British Columbia you cannot take a picture of a man with a wooden leg. Why not? 8. If you were running a race and you passed the person in 2nd place, what place would you be in now? 9. Which is correct to say, The yolk of the egg is white or The yolk of the egg are white? 10. A farmer has five haystacks in one field and four haystacks in another. How many haystacks would he have if he combined them all in one field?

1. Johnny. 2. Meat. 3. Mt. Everest. It just wasnt discovered yet. 4. There is no dirt in a hole. 5. Incorrectly (except when it is spelled incorrectly). 6. Billie lives in the southern hemisphere. 7. You cant take a picture with a wooden leg. You need a camera (or iPad or cell phone) to take a picture. 8. You would be in 2nd place. You passed the person in second place, not first. 9. Neither. Egg yolks are yellow. 10. One. If he combines all his haystacks, they all become one big stack.