1. A Review of Effective Teaching Skills
Module 10
Version 2

2. Learning objectives
By the end of this module, learners will be able to:
List principles and components of adult education to be used in training community health workers (CHWs)
Describe a conducive learning environment that enables active skills practice and learning
Identify locally appropriate learning aids
Provide examples of interactive training methods and experiences
Explain the need to monitor, evaluate, and revise training

3. Learning domains There are three learning domains:
Skills
There are three learning domains:
Cognitive (knowledge)
Psychomotor (skills)
Affective (attitudes)
Health care workers need competencies in all three domains to provide quality health services
Competencies
Knowledge
Attitudes

4. Adult learning principles
Paired exercise:
Work in pairs
Each pair will be assigned an adult learning principle
Work with your partner to explain the meaning of your assigned term in the context of adult learning principles

5. Need to plan for practice sessions
This module quickly presents 12 effective teaching skills
Facilitators should plan practical opportunities for learners (focal persons for community-directed intervention) to develop sample CHW learning sessions based on this module
Photo by Karen Kasmauski

6. The key components of effective training
Lay the foundations for educating health care providers
Develop objectives for learning
Plan for teaching
Prepare the learning environment
Prepare and use teaching aids
Prepare and deliver interactive presentations
Facilitate group learning
Monitor and revise teaching
Facilitate the development of health care delivery skills
Manage clinical practice
Prepare and use knowledge assessments
Prepare and use skills assessments

7. Lay the foundations for educating health care providers
Lay strong foundations by:
Describing the guiding principles of adult education for training health care providers
Defining core tasks and competencies and their role in developing and designing curricula
Recognizing effective approaches to teaching and learning
Listing the challenges in educating health care providers
Adults learn best when they can share what they already know and learn more by actively doing.

8. Develop objectives for learning
Focus your training by:
Identifying the knowledge, skills, and attitudes to be learned in your course
Writing measurable, observable objectives
Writing supporting objectives

9. Develop objectives for learning, cont.
Sample
By the end of this session, the CHW will be able to:
Determine whether a child has fever
Administer and interpret a rapid diagnostic test
Provide age-appropriate artemisinin-based combination therapy (ACT) for malaria
Counsel a caregiver on the need for taking a full course of ACT
Ask a caregiver to report back if child does not improve

10. Level 1 objectives
A Level 1 objective answers the following questions:
When?
Who?
What?
How? Or to what standard?
For example:
After completing this course, the student will be able to identify pregnant women eligible for intermittent preventive treatment in pregnance (IPTp) using the appropriate checklist.

11. Level 2 objectives
Also called secondary, specific, instructional, or enabling objectives
Support the Level 1 objective
Describe the specific knowledge, skills, and attitudes students must master to achieve the Level 1 objective

12. Sample Level 2 objectives
Level 2 objectives have two parts:
the action to be taken and the object of the action!
Level 1 Objective: CHWs will be able to prevent and control malaria in pregnancy (MiP)
List adverse consequences of MiP
Enumerate World Health Organization recommendations for the control of MiP
Counsel pregnant women about the benefits of sleeping inside insecticidal bed nets
Provide IPTp with sulfadoxine-pyrimethamine to eligible pregnant women
Conduct rapid diagnostic tests for MiP
Treat uncomplicated MiP

13. Paired exercise
Write one Level 1 and three Level 2 objectives for an MiP training
Duration: 10 mins.

14. Plan for teaching
Develop or adapt a course syllabus (e.g., the Transforming Intermittent Preventive Treatment for Optimal Pregnancy project Community Intermittent Preventive Treatment for Malaria in Pregnancy learning resource package)
Plan for learner assessment
Select teaching methods
Select and adapt learning materials
Develop a course schedule

15. Prepare the learning environment
Set up a space for learners that provides:
Comfort
Ease of interaction
Opportunities for simulation or practice
Adequate equipment and supplies

16. Prepare and use teaching aids
Examples include:
Using:
A chalkboard
A flip chart
Video
Preparing and using slides
Developing culturally appropriate stories, drama, proverbs, and songs

17. Use locally available materials

18. Prepare and deliver interactive presentations
Plan a presentation
Introduce the presentation
Deliver the presentation interactively:
Use effective presentation skills
Use questioning techniques during a presentation
Summarize the presentation
Effective presentation skills include:
Projection of voice so that all can hear clearly
Varying the tone, pitch, and speed of the voice
Maintaining eye contact
Using appropriate nonverbal communication
Focusing on content and not on self
Not reading notes
Using humor as appropriate
Using questioning to keep listeners engaged
Effective questioning skills include:
Using close-ended and open-ended questions
Targeting questions appropriately
Mixing simple and more challenging questions

19. Facilitate group learning
Select, plan, and facilitate group learning activities:
Create and facilitate a:
Role-play
Case study
Clinical simulation
Facilitate a brainstorming session
Facilitate a discussion

20. Monitor and revise teaching
Ensure that observers take notes at each session
Establish ways for learners to give feedback
Hold facilitators’ meetings to evaluate and revise teaching

21. Facilitate the development of health care delivery skills
List the steps of skills development
Develop and use competency- based learning tools
Introduce and demonstrate a skill (e.g., counseling with a flip chart or administering IPTp in the community)
Facilitate skills practice and give feedback

22. Manage clinical practice
CHWs need guided opportunities to learn correct antenatal care procedures:
Select and prepare clinical instructors and staff
Coordinate clinical practice
Conduct clinical practice sessions
Monitor learners’ progress
Photo by Karen Kasmauski

23. Prepare and use knowledge assessments
Select methods for assessing learners’ knowledge
Prepare knowledge assessment tools
Develop questions for objectives, written examinations
Administer and score knowledge assessments
Use assessment results to improve performance
Design formats for low-literacy learners

24. Prepare and use skills assessments
Select methods for assessing learners’ skills
Prepare skills assessment tools
Develop structured practical examinations
Administer and score skills assessments
Use results to improve performance

25. Summary
Training health care workers—including CHWs—should be based on principles and components of adult education
The learning environment should be conducive to learning and enable active skills practice
Locally appropriate learning aids should be developed and used
Training methods and experiences should be interactive
Training should be monitored, evaluated, and revised

26. Thank you!
Any questions or comments?