The document provides information on health education. It defines health education and outlines its objectives, which include cultivating healthy practices and attitudes. It discusses various principles of health education, such as using interest and participation to motivate learning. It also describes different methods of delivering health education, including individual approaches like interviews and group approaches like lectures, demonstrations, and discussions.

1. HEALTH EDUCATION

2. HEALTH EDUCATION

3. HEALTH EDUCATION
Prepared by
Nirsuba Gurung
Master of nursing
Women health and development

4. HEALTH EDUCATION
• It can be defined as the principle by which
individuals and groups of people learn to
behave in a manner conducive to the
promotion, maintenance, or restoration of
health.

5. DEFINITION
• According to WHO “Health education is a
process through which people are helped
to learn /achieve health through their own
actions and effort
»

6. • “Health education is a process that
informs,motivates,and helps people to
adopt and maintain healthy practices and
life styles, advocates environmental
changes as needed to facilitate this goal
and conducts professional training and
research to the same end”. (National
conference and preventive medicine in
USA)

7. OBJECTIVES
• To cultivate the desirable health practices
health habits;
• To develop the health attitudes;
• To appreciate the health programmes
undertaken by the school and community
and to improve the necessary materials for
the execution of that programme;

8. • To develop health consciousness in the
school and in the community;
• To teach pupils the rules for the
preservation and development of their
physical, mental and emotional health;
• To eradicate the diseases through health
drive programmes;

9. • To combat the superstitions and
prejudices in the community;
• To provide a healthful environment for
physical and mental growth;
• To improve the general conditions of living
in the community;

10. • To instruct the children and youth so as to
conserve and improve their own health;
• To influence the parents and other adults
through the health-educative programme
for better habits and attitudes in children.

11. Principles of Health education
• Interest.
• Participation.
• Proceed from known to unknown.
• Comprehension.
• Reinforcement by repetition.
• Motivation
• Learning by doing

12. • 8. People, facts and media.
• 9. Good human relations

13. Principles of health education
• Health education progamme should be
based on the felt needs of the people. The
educator should understand the health
problem, the possible solutions and the
level of knowledge and general education
of the people.
• The message should be consistent and
brief ,unnecessary information and
contradictory message will not be

14. • Before starting health education
progamme the community leaders should
be approached. We learn to achieve best
from people whom we request and regard .
• The health professionals should create
working relationship in the community.
Good human relations are of utmost
importance in learning .people must
accept him as their real friend.

15. • Health education should be planned one
.Planned progamme gives a step- by-step
approach to a guide action necessary to
reach a pre determined goal.
• Health education makes use of motivation .
• Repetition at interval will be extremely
useful. Reinforcement assists
comprehension and understanding.

16. • Participation must be emphasized .the
educators task is help people to learn
,rather than to teach.
• Considerations of age of participants and
subject matter .according to age group
subject matter should be selected.

17. • No one method should be slavishly
followed .The teaching should be well
organized and allow for frequent use of
questions,models,diagram,demonstration,
• chart etc.
• The teaching group should be limited in
numbers. Group number should not be
more than 20.

18. • In health education preceded from the
known to the unknown factor .that is start
where the people are and with what they
understand and then proceed to new
knowledge.
• In health education assess the level of
understanding, education and literacy of
people to whom the teaching is directed.
Simple language should be used according

19. • Learning by doing: learning is an action
process .Learning is purposive and creative
.Give more chance for demonstration and
return demonstration.
• Prior knowledge of the people –
customs,habits,taboos ,beliefs and health
needs are essential for successful health
education .

20. • The transmitting media must be attractive,
palatable and acceptable. Message media
and the communicator must be
satisfactorily related to each other.

21. • CONTENTS OF HEALTH EDUCATION
• 1. Human Biology
• 2. Nutrition
• 3. Hygiene
• 4. Family Health Care
•

22. • 5. Control of Communicable and Non-
• Communicable Diseases
• 6. Mental health
• 7. Prevention of Accidents
• 8. Use of Health Services

23. • Nutrition
• for prevention of malnutrition
• Taught nutrient value of food stuffs
• Method of preparation , storage
• Help people to choose balanced diet

24. • Hygiene
• Personal
• Environmental,domestic
• Basic sanitary services
• Menstrual hygiene

25. • Family Health Care
• Strengthen and improve the health of the
family as a unit rather than as an individual.
• Maternal and child health care, family
planning, immunization, nutrition, etc.

26. • Control of Communicable and Non-
Communicable diseases ---Provide
elementary knowledge about the nature of
the diseases and methods of preventing
them.
• Mental Health --Depression, neurosis,
mental anxiety and emotional disturbance.
Basic knowledge of common psychological
ailments, methods of prevention and

27. • Prevention of Accidents -- People taught
about basic safety rules and prevent
common accidents.
• Use of Health services --People should be
informed about various health services and
preventive programmes available to them.

28. METHODS AND APPROACHES:
INDIVIDUAL

29. INDIVIDUAL APPROACH -1
• Individual focus – the cradle of health
promotion.
• One-to-one basis – individual advice,
counselling
• Interactive nature of face-to-face
communication allows better possibilities
for success than perhaps any other
communication medium
• Individual methods of health promotion are

30. INDIVIDUAL APPROACH -2
• LIMITATIONS
• For a large population to labour intensive to
reach everyone in this manner
• One-to-one individual methods not as
appropriate in the area of primary
prevention – cost-ineffectiveness among
large target audiences, many of whom may
not develop the specific disease
• Difficult to gain access to people and also

31. INDIVIDUAL APPROACH -3
• As most information concerning health is
so technical and complex, a translational
process is necessary to transform
scientific and medical jargon into
information which can be understood and
acted on by the general public

32. Interview
• Interview is a method of providing health
education through the means of question
and answers between the health educator
and the learner. In this process
interviewee’s knowledge ,attitide ,feeling
and health practices are studied ,and
essential suggestion are given to bring
about the positive change.
• Also known as talk with purpose

33. Purpose
• To secure information by face to face
contact
• To make hypothesis
• To collect personal data
• To gain confidence about interviewee
• To identify attitude ,personality and
behaviour of interviewee

34. Types
• Planned or structures or formal
– Organised and prepalaned
– Questionnare used as a tool
• Spontaneuos / unstructures or informal
– No predetermined question
– Data collection by free discussion
– Question based on faced problem

35. Process of interview
• Setting the time and place for interview
– Length depends on the purpose and nature of
interview
– Interview should be scheduled for a time when
both the nurse and patient are free
– Quite and private room should be arranged

36. • Preparation of interview
– Gain adequate knowledge and information on
the topic
– Decide the target group
– Develop the questionnare to collect
information
– Inform the interviewee about the interview and
other necessary arrangement

37. Begining the interview
• Establish proper rapport to gain
interviewee’s confidence and put him/her
at ease. It can be done by greeting and
giving self introduction
• State purpose and importance of interview
• Ask question in polite manner
• Listen the interviewee and make sure that
he/she has understood question
• Provide enough time to think and respond

38. Guideline for facilitating
communication
• Speak in normal tone
• Do not raise your voice or shout
• Speak to the client on an adult level
• Ask simple question that require simple
answers
• Avoid carrying more than one conversation
at a time
• Keep atmosphere quit and relaxed

39. • Reduce or eliminate environmental noises
• Praise client for their attempt to speak
• Keep the interviews short
• Give client adequate time to respond
• Make sure you have client’s attention
before you speak and pay full attention to
client while he/she is answering

40. Conclusion ,suggestion and
report
• Discuss with interviewee and make
conclusion clear to him regarding the
problem and treatment plan
• Close interview in a friendly manner with
thanks and greeting
• Make written report of the interview result,
which will help to plan further health
education programme

41. Advantage
• Helps to know knowledge ,attitide and
practice
• Help for intensive and systematic teaching
with exchange of idea and feeling
• Easy to conduct with less cost and limited
facilities
• Even illitrate person can be interviewed
• Two way communication
• Expression and gestures can be observed

42. disadvantages
• Time consuming
• Difficult to cover wide range of target
people

43. METHODS AND APPROACHES:
GROUPS

44. GROUP APPROACHES -1
• Group techniques offer an intermediary
between one-to-one approaches and wider
community appeals through media and
whole community approaches
• Groups can range in size from 2-3 people to
several hundreds and can be either
homogenous or heterogenous in nature
• Health education methods in such groups
can be classified as didactic (i.e. lectures,

45. GROUP APPROACHES -2
• Group methods have been used by health
educators to empower individuals,
organisations and communities in key
ways.
• These include assisting individuals:
– to modify or maintain health-related behaviour
– to provide a supportive setting for individuals
sharing a common goal or problem
– to organise community to improve their

46. GROUP APPROACHES -3
• Group methods can also be used in a range
of different settings, including those at
which the level of prevention is mainly:
– primary (schools, workplace, organisations)
– secondary (medical practice, health centres,
out-patient clinics, or
– tertiary (hospitals, rehabilitation centres,
nursing homes)

48. Lecture method /interactive
lectures
• A lecture is an oral presentation of
information by the instructor.
• It is the method of relaying factual
information which includes principles,
concepts, ideas and all THEORETICAL
KNOWLEDGE about a given topic.

49. • The speaker asks the audience what their
knowledge is on the subject matter at the
beginning and in between the lecture
about how much they have understood.
• While evaluating ,if wrong perception
about the subject matter is found among
the audience then the speaker should give
their correct information about subject
matter quickly and promptly

50. Uses of lecture method
• To orient students.
• To introduce a subject.
• To give directions on procedures.
• To present basic material.
• To introduce a demonstration, discussion,
or performance.
• To illustrate application of rules,
principles, or concepts.

51. Advantages
– Two-way communication is maintained
– Audience gives concentration on the speech
– Since quick evaluation is done between the
session,the lecture can be changed according
to the knowledge condition of the audience
– Lagre group can be covered in a time

52. Disadvantage
• It will be difficult for the speaker to present
mini-lecture in the short time as well as to
evaluate effectively
• Audience feel shy and embarrassed when
they cannot answer the question

53. QUALITIES OF A GOOD LECTURE
• A good lecture should not be too long as to
exceed the trainees attention span (up to
25 minutes).
• A good lecture should address a single
theme.
• In a good lecture technical terms are
carefully explained.
• A good lecture establishes fluency in
technical content.

54. • It can be made more effective by
combining with suitable A/V aids

56. Demonstration
•
• It is the teaching method
which deals with the visual
presentation of the
learning activities related
to application of theories
and principles in a real or
stimulated situation and
development of specific
psychomotor skills.

57. • Demonstration means any planned
performance of an occupation skill,
scientific principle or experiment.
• It is a process of providing knowledge and
skill as well as developing attitude of a
small group of people through the
manipulation of appropriate teaching
device or material

58. Purposes
• In showing the equipments used in the
science laboratory, medical and nursing
field
• In teaching those behaviors that require
developing of psychomotor skills.
• For verifying theory or principle through its
application in real situation like skill lab or
laboratories.
• In teaching communication skill and

59. TEACHER PREPARATION
• Rehearse your presentation in advance of
the lesson.
• Anticipate any difficult steps, possible
interruptions e.t.c.
• Obtain all materials, tools, equipment,
visual and teaching aids in advance and
check their useful condition.
• Have all materials within reach and
conveniently arranged.

60. • Time the demonstration NOT to exceed 15
minutes.
• Remove all extraneous materials; check
lighting, visibility, student grouping, and
proximity to electric, gas and water outlets.
• Plan to use a skill or method to advantage;
work from simple to complex, one step at a
time.

61. Process
• In this method the students are divided into
small groups before hand
• Then teacher shows the equipment needed
to carry out a certain procedure, explains
the purposes, theories, principles
• While demonstrating the teacher must be
correct, demonstration should be visible
and emphasis in key point

62. PRESENTATION
• Make sure all students can see and hear
the lesson.
• Be enthusiastic, professional, effective but
not dramatic.
• Relax; use any mishaps or humour to YOUR
advantage.
• Observe all safety rules and procedures.
• Keep eye-contact with the class; ask and
encourage class questions.

63. • Provide for trainees participation where
possible, during and after demonstration.
• Demonstrate the correct way only. First
impressions are important, therefore, make
them correct ones.
• Always summarise the steps and
emphasise key points again.

64. Benefits
• Arouse students interest and attract their
attention.
• Gives student better chance to interact
with learning situation (asking questions)
• Provides students opportunity to learn
psychomotor skills through observation of
their actual display in right manner.

65. • Helps students to learn through
observation what attitudes to be inculcated
for establishing rapport with patient and
other.
• Allow active participation and learning by
doing
• Allow teacher to ensure that student have
picked up right type of skill.

66. • It promotes in the delivery of the quality
care and development of professional
competence.

67. • Limitations
• Cannot be used to teach any and every
subject.
• Takes more time on the part of teacher to
prepare for and give the demonstration .
• Require more than one teacher to observe
the return demonstration

68. • Requires more learning resources so it is
expensive
• It might not meet the learning objective if
the teacher is incompetent.
• Some teacher might lack the art of
demonstration.

69. Discussion method
• A discussion is the means by which people
share experiences, ideas and attitudes. As
it helps to foster trainees involvement in
what they are learning, it may contribute to
desired attitude changes.

70. Group discussion
• Group discussion is a purposeful
conversation and deliberations about a
topic of mutual interest among 6-20
participants under the guidance of a
trained participant called leader
• It is a technique that offers maximum
opportunity for the individual learner to
share his ideas and experinces with
others.

71. Group discussion
• Today, group discussion is also used
commonly in teaching a ' group of people
about how to identify their health problem
and find out ways and means to solve it.

72. • It is a method of teaching through the
direct share of knowledge, ideas and
experiences among small group of persons
about a particular subject or problem
within a limited period of time with a view
to solve the problem. Any discussion
should take only an hour or less to avoid
boredom.

73. Group size
• An ideal group may consists of Six to
Twenty members depending upon the
situation so that each person is able to
communicate with all the others face to
face to reach to a decision and achieve the
common goal.

74. Purpose
• To enable the participant to express his
opinion in a group
• To encourage people to become aware
and learn about problems of community
,institution or organisation
• To learn about topic of mutual intrest
• To identify ,explore or solve a problem
• To decide on a plan of action
• It provides an opportunity to share
knowledge if they have prior knowledge.

75. Members of group discussion
and their roles:
• They are:
– 1. Leader or chairperson (who guides the
discussion,expert of topic, )
– 2. Recorder (writes on paper about agreement
and disagreement points,suggestion,
recommendation and prepare report)
– 3. General members( active participant,
intrested in topic,)

77. Small groups
• Small groups is interpersonal
communication within groups of between 3
and 20 individuals
• The initial step is the introduction of the
members
• Then group members are told about the
purpose of the discussion and task to be
carried out by the members (assigned
jobs)

78. • Common norms for group discussion is
established
• After that each member is provided chance
to express their view point and group
members reach to a certain decision
through consensus.

79. Focus Group Discussion (FGD)
• A focus group is a form of qualitative
research in which a group of people are
asked about their perceptions, opinions,
beliefs, and attitudes towards a product,
service, concept, advertisement, idea, or
packaging. Questions are asked in an
interactive group setting where
participants are free to talk with other
group members.

80. Advantages
– --1. Develops creativity, confidence and ability of judgment
in the members or learners.
– 2. Helps learners to come to a group decision and solve
their common problem. Group decision is better than
individual decision.
– 3. Helps members to become active learners and learn new
knowledge, ideas and experiences about their subject of
concern through a cooperative process.
– 4. Provides adequate communication among all the
members with exchange of ideas and experiences.
– 5. The health educator can make a closer study of the
members of target group regarding their need, interest,
attitude, ability and other potentialities.

81. Disadvantages
• Some self-conscious members may not
venture to bring forth their valid idea "for
fear of disapproval by other members.
• Sometimes discussion may be prolonged
without any fruitful result, or it may take
longer time to come to the conclusion or
decision.
• Somebody may not feel personally
responsible for the result of discussion. So,
they may not participate well.

83. Panel discussion
• Panel discussion is one of the methods of
group teaching. It can be adopted both for
school students and community people in
order to provide health education. The panel
members will be a group of experts normally 3
or 4 persons who themselves enter into
question and answer process regarding a
specific topic of discussion. The health
educator can manage to identify and bring the
experts. He can work as a coordinator to
introduce topic and the experts, and also help
conduct the discussion.

84. Members of panel discussion
and their roles:
• Instructor : responsible for managing
how,where and when panel discussion will
be held
• Moderator : keeps the discussion on theme
and encourage intraction among the
members
– Summarise and highlights the discussion
more often

85. • Panelist: 4-10 panilist
– Sits in semicircle in front of audience
– Discuss regarding the theme
• Audience :
• Allowed to ask question

86. Advantages
• Provides varied knowledge, ideas and
experiences about the subject of concern
to the learners.
• Interesting and can draw attention of the
audience or learners.
• Learners get opportunity to ask questions
and pass comments, which help, in
teaching-learning process

87. Disadvantages
• Sometimes it is difficult to get the
appropriate experts.
• Difficult to set definite time to suit the
experts.
• People may discuss those thing which is
not relevant to the theme

89. Symposium
• A symposium is a meeting or conference
for the public discussion of some topic
especially one in which the participants
form an audience and make presentations.
• Education method which serves as
excellent devices for informing an
audience ,crystallizing opinion, and
general preparing the listener for arriving
at discussion ,policies judgement and
values

90. Purpose
• To investigate a prblem from several point
of view
• To boost students ability to speak in group
• To make students to study independent

91. Members of symposium and
their roles:
• Speaker
• Chairperson
• Audience

92. Advantages
• Useful when experts are available to make
up different issues and viewpoint and
discussion thoroughly
• Variety of speaker is involved so it is
interesting and draw attention
• Listener are greatly benefited as they
understand particular subject through
various aspects
• Develops the habit of listening and critical
thinking

93. Disadvantages
• It may be monotonous if speaker donot
prepare well or present smartly
• If the speaker do not consult each other
beforehand there may be repetition
• Symposium- one way communication
• Discussion and presentation of the theme
is not summarised at the end

95. Workshop
• Workshop is an educational method to
train or educate a group of people who
belong to a specific discipline . It consists
of meeting usually four or more ,with
emphasis on individual work within the
group .
• A workshop group may consist of about
15-20 participant

96. Technique of organising
workshop
• Determine the need and purpose of
workshop
• Develop workshop schedule
• Plan for budget
• Fix a suitable place
• Invite the proposed participants stating
the proposed time and the place of
workshop

97. • Arrange for necessary equipment
,materials and teaching aids along with
management for lodging and food
• Manage for resource person or consultant
to help organise as well as conduct the
workshop well and achieve the objective

98. Technique for conducting
workshop
• In the beginning of the workshop orgnizer
receives the participant.
• Discuss the purpose and schedule of the
workshop
• Introduction programme
• Election of chairperson
• Conduct workshop session. There may be
two or three session a day

99. • Chairperson encourages the participants
to take active part in the discussion and
group activities
• Organizer highlights objective of the
session . The expert or the consultant may
also express their opinion and provide
necessary information during the
discussion period whenever needed .

101. Advantages
• Helps to provide up-to-date knowledge
and skill as well as to develop appropriate
attitude
• Encourage for team approach in learning
and solving health problems
• Provides various learning experience like
listening , speaking ,discussing
• Enhances participants power of thinking
and critical learning

102. Disadvantages
• Take long time to organise the workshop.
It might take weeks or even months
• Needs more money , materials and
physical faclilities
• Sometimes it may be difficult to get
appropriate consultant
• Only limited number can participate in it

104. Seminar
• This method of teaching also involves
discussion but in an informal way
• A group of 10-20 students take part in
seminar
• One student prepare and present paper
,which is followed by discussion open to
the group

105. • All students are expected to do
considerable library research and their
information from the primary source
where ever possible
• Whole seminar lasts fro 1-2 hour and the
time allowed for paper presentation is
about 15-20 mints
• Teacher act as facilitator

106. Advantages
• Every student participates actively in
library search or in learning
• Students learn scientific approach to
problem solving through literature search
• Students gain the experience of
organising an event
• It develops team spirit
•

107. Disadvantage
• It is time consuming
• It cannot be used for all level of students
especially for the students new to the
programme

109. Role play
• Role play is usually a spontaneous or
unrehearsed acting out of real-life
situations where others watch and learn by
seeing and discussing how people might
behave in certain situations.
• It is the method of teaching in which
students dramatize the situation by
enacting certain roles related to social
problems or in human relations.

110. • A role play is a training method in which
students act out roles in a situation related
to the training/course objective

111. Purpose
• To promote better understanding of people
problems and the behavior associated with
the problem.
• To convey important message to the
society.
• To promote development of attitude in
students.
• Increasing their insight into typical ways
of dealing with them

112. Principle
• Role play is flexible
• Role play should never rehearse
• Analysis and evaluation is essential to
attain the maximum learning benefits
• Role play should be brief

113. Process
• Entire group through the brief discussion
selects the topic on the basis of priority
need.
• Characters in the situation are identified
and then volunteers from the group are
asked to play those characters.

114. • If role play is deliberately planned , the
time and place for it is organized in
advance ensuring that audience is
comfortably seated and can view.
• Whereas in spontaneous role play
presence of objects can be reflected
through sounds or through expression in
words.

115. Benefits
• They can develop empathy, or sympathy,
with the points of view of other people.
• Role play can give people experiences in
communication, planning and decision
making.
• Using this method may help people to re-
evaluate their values and attitudes,

116. • Brings creativity in students
• Helps to develop hidden talents.
• Helps in depth exploration of emotional
aspects of the situation.

117. Limitations
• Undue focus on dramatization may lose
focus on the real purpose leading to more
recreational event .
• Every student in group may not get chance
to enact.
• Every student may not accept it as teaching
method.

118. • All student might not succeed in enacting
the role so may not transmit information
effectively.

120. BRAINSTORMING
• The purpose of a brainstorming session is
to discover new ideas and responses very
quickly.
• It is particularly a good way of getting
bright ideas

121. • Participants are encouraged to let ideas
flow freely, building on and improving from
previous ideas.
• These ideas are listed exactly as they are
expressed on a board or flipchart, or written
on bits of paper
• Even the more reserved participants should
feel bold enough to contribute.
• The purpose of listing responses is to
collect existing experiences and thoughts.

122. • After a brainstorm session, the ideas can
be discussed further and evaluated, for
example listing the best options in a
systematic way.
• Ideas can be grouped and analysed so that
they belong to the group rather then
individuals.

123. Advantages
• Leads to a very animated and energising
session.
• More reserved participants feel free to
contribute
• Provides varieties of useful ideas in short
time for quick group decision
• Enables individuals to think and responses
quickly

124. Disadvantages
• It takes time particularly if it is a large
group.
• May consume a lot of material e.g.
flipcharts or writing materials.
• Requires high level facilitation skills.

126. Field trip
• A study field is a planned visit to a place
outside the classroom to provide practical
knowledge in real situation.
• It is also called a study trip or an
educational excursion or an educational
tour.
• A study trip may be made to places within
walking distance of the school taking few
hours or even a day

127. Definition
• An educational procedure by which the
student obtain first hand information by
observing places , objects , phenomena or
activities and process in their natural
setting to further learning

128. • A study trip may also be taken within the
school complex to see and study the waste
disposal system, latrines, water supply
system, kitchen complex, cafeteria or
canteen, and the food Store.
• Study trip can also be taken to a distant
place for several days.

129. Purpose
• To provide real life situation for first
hand information
• To supplement classroom instruction , to
secure definite information for a specific
lesson
• To serve as a preview of a lesson and for
gathering instructional material
• To serve as a means of arusing specific
interest in materials objects, placs or
processes

130. Advantages
• Enforces the teaching resulting in better
learning
• Creates interest and curiosity for
learning . It breaks monotony of classroom
and provides real life experiences
• Help to develop attitude , skill, thinking
and critical learning

131. Disadvantages
• Difficult to organize in term of money ,
time and other facilities . It is time
consuming
• Cannot be organised for every kind of
learning group for every kind of topic or
subject and in all situation

132. Buzz group
• “Buzz groups” is a methodology which can
be used to promote student activity in
lectures.

133. • “A simple and effective method of involving
students is known as ‘buzz groups’. The
lecturer sets a problem or a discussion
topic and invited the students to form
groups of three or four who discuss or
solve the problem set. The solution to the
problem or a summary of discussion points
can them be shown to the class on a
transparency or blackboard. Alternatively
some buzz groups can be invited to offer
their solution or discussion points”

134. Process (In advance )
• Design appropriate activities in advance;
activities should be:
– simple enough to allow them to make
progress in a few minutes in the lecture
– complex enough that there is no easy answer
that could be spotted in a few seconds ( for
example, use problems with no single right
solution or quizzes with multiple questions of
varying difficulty)

135. – related to the content which is being
addressed in class (give them a problem which
asks them to apply content to a setting, for
example)
– clear as to what is expected (write clear
instructions on activity sheets, for example)

136. In class
1. Explain the procedure and the time frame:
They will:
– Form small groups of 3 or 4.
– Complete the activity in 5 minutes
– Select a presenter or presenters
– Report back to larger group

137. 2. Clarify the activity/ assignment, the
guidelines and the reporting expectations
(e.g., show what is on the activity sheet on a
slide, for example). Ask if there are any
questions (perhaps get one student to re-
explain it to the class).
3. Do this before forming groups and before
handing out the activity sheets so as to
ensure their attention is still on you and not
already on the task

138. 4. Arrange the class into groups of 3/4.
Usually they can do this by turning to those
nearest them, but for classes with a
diversity of knowledge or skills it might be
worth considering putting teams together
in some purposeful way (e.g., putting a mix
of skills and knowledge in each group, for
example).

139. 5. Start the session, then circulate and
monitor.
6. Tell the participants when there is one or
two minutes left in the activity and remind
them to choose a presenter, if necessary.
7. End the activity
8. Ask each group to report to the larger
group, and discuss the feedback.

141. Puppet show
• It is a form of play- acting using small
models or puppets to act out the stories
or massages. As with dramas , the
audience makes an immediate and
imaginative response to puppets

143. Mass
method

144. Mass method
This method is especially meant for a large
number of heterogeneous people. Such
group of people is commonly termed as
mass.
• Lecture
• Exhibition
• Health campaign
• Advertisement

145. Lecture
• Lecture is an oral presentation of oral
presentation of information and ideas by
a person to a large group of people or
mass and generally in a face to face
situation at a particular place

146. Characterisitics of lecture
• Verbal and one-way communication of
ideas and information
• Large heterogeneous group
• Message will be long
• Message organised in sequential way

147. Exhibition
Exhibition is the systematic and meaningful
display of educational materials with an
intention to educate large number of people
within a limited period of time and at a
particular place. Exhibition can sometimes
be organized to provide health education to
the community people.

150. • Exhibition consists of the use of different
teaching materials and methods to
illustrate and explain the points of
teaching. They are posters, charts, graphs,
models, real objects, cassette playing with
some health message, demonstration,
puppet show, videocassette, etc.

151. Planning
• Decide target group and determine
objectives
• Effective themes are to be chosen.
• Determine the accessible place and
convenient time
• Prepare and collect necessary budget and
other resources

152. Planning
• Determine the suitable materials and
methods to be used.
• Arrange the utilities in a proper way so that
easy access for “in” and “out” passage can
be made
• The caption used should be appropriate
brief and clear

153. Planning
• Interpreter should be standing by the side
help the audience in need when the
exhibits are not self explanatory.
• Local participants should be provided the
opportunities and local resources should
be used as far as possible.

154. Procedure
• Inform the concerned target group about
the time, place and subject to exhibition.
• Welcome the visitors and show interest
and readiness to help them
• Let the audience see the exhibition
systematically as planned. interpreter can
help for this.

155. Procedure
• It can be made on group or individual basis.
• After exhibition dismantle the displays and
other settings properly and carefully . Save
the exhibits for future use if possible.
• A provision for evaluation at the end
exhibition should be made so that it would
stimulate interest and assist in assessing
the impact of exhibition.

156. Advantages
• Provides better learning through varieties
of experiences like hearing, seeing,
touching, feeling and tasting.
• Opportunity may be provided for practical
learning through demonstration,
manipulation of objects and through
practice.
• Interesting and attractive because of
decorations, good setting, and other lively
displays.
• Helps students to develop creativity.

157. • Organizing exhibition can also help learn
some new knowledge and skills

158. Disadvantages
• Difficult to organize in terms of money,
materials and manpower.
• Difficult to organize to suit different kinds
of people with different needs, background,
interest, etc.
• Difficult to get appropriate place and adjust
to the available time due to lack of
resources, unfavorable weather, etc.

159. Health campaign
• It is a method of giving health education
on particular health issue to motivate
large number of community people to
take necessary action to solve their
health problems.
• This method helps to inform about the
health problems and encourage them to
participate actively in action and
programme conducted in community

160. • In campaign , the information is provided
through series of activities using
different channels of communication and
varied methods of health education eg.
Lecture ,posters ,pamphlets, street drama ,
exhibition , film shows etc.