Educational Methods And

Materials

Ebrahim Mohammed
DMGT, BSc PH, MPH, PhD Candidate)
 outline
• At the end of tis session, the students will able
to understand
• Methods of health education
• Materials for health education
 Educational methods
• There is a wide variety of teaching methods that you
will be able to use in your health education work
• You will be able to adapt these methods to your own
situation, so that you can use the most effective way
of communicating your health education messages
• Health education is carried out at 3 main levels;
– Individual Approach.
– Group Approach
– General Approach/Mass.
Individual Approach
Group Approach
Mass Approach
 Educational methods…
• Individual educational methods – Counseling
• Counseling
– is one of the approaches most frequently used in health
education to help individuals and families
– It is a person-to-person communication in which one
person is helped by another to increase in understanding,
ability and confidence to find solutions to own problems
– This service could be given to patients at the health center,
to pupils at school, to families during a home visit or during
casual visits to community (e.g. Market place, at water well
etc).
• Purposes of counseling
– To help individuals increase knowledge Common Types of Counselors
of self Here are some of the most common
types of counselors:
– To encourage individuals or families to
think about their problems and Marriage and family counseling
understand the causes. Guidance and career counseling
– Help people commit themselves to take Rehabilitation counseling
action on their own will to solve the Mental health counseling
problems.
Substance abuse counseling
– Help individuals to choose, but not
Educational Counseling
forcing them to do so.
• Principles in counseling
– establishing good relationship between the counselor and the client
– Counselors should assist people identify their own problems.
– Counselors develop empathy (understanding and acceptance) for
person’s feelings. It is thinking by putting self on the shoe of the
others.
– Counselors should never try to persuade people to accept their advice.
– Rather help people to think about all the factors involved in their
problems and encourage them to choose the solutions that are best in
their particular situation.
– Counselors should always respect the privacy of the people they are
helping. They never reveal information without specific permission.
– Counselors should share information and ideas on resources, which
the client needs in order to make a sound decision. For example, many
people do not realize the connection between their behavior and their
health.
2. Group Educational Methods
• What is a Group?
• A group could be defined as a gathering of two or more
people who have a common interest.
• Example of groups often found in a community:
• A youth club
• A family
• People attending a religious
• A health committee
ceremony together
• People working at the same factory,
• Some friends getting
business, or agency
together to relax
• A class of school children
• A gathering of patients at a
• A farmers’ cooperative clinic
• People riding together on a
bus
• Types of Groups - There are two main kinds of group
1. Formal groups
• Groups that are well organized with some rules and
regulations
– E.g. Farmer’s – cooperative, Women’s Associations
2. Informal groups
• Groups that are not well organized E.g. People attending
market on a particular day
– People attending funereal ceremony
• Characteristics of formal group
• Has a purpose or goal that everyone strives to achieve
together
• There is a set membership, so people know who is a member
and who is not
• There are recognized leaders who have the responsibility of
guiding the group to wards achievement of its goals
• There are organized activities such as regular meetings and
project
• The group has rules that members agree to follow and works
towards the welfare of the members
• Characteristics of informal gatherings
• May have some features in common, but no special goal that they
are trying to achieve together
E.g. People riding together on a bus
• No special membership or feeling of belonging
• People come and go at will
• No special leader selected, no special rules apply
• Usually no special activity is planned by the people themselves
E.g. People coming to watch a football match
• There is usually more concern for self, and less for the welfare of
the other people
• Group dynamics
• Group dynamics
– Is a field of study concerned with scientific methods to determine why
groups behave the way they do
– Is of immediate importance to the health educator who is interested in
helping groups to get together, discuss, take decisions and implement
their programs to solve the problems.
– In a positive dynamism, it is necessary that the commonness of
purpose sense of belonging and an attitude of selflessness be
developed amongst the individuals
– Otherwise it will be difficult for the group to stay as a cohesive unity
and turn out useful work or achieve its objectives.
• Some of the important qualities and behavior patterns for a group
to function
• They have to be group conscious. In other words, they should understand
that they are an integral part of a group with certain objectives.
• There should be a sense of shared purpose /goal.
• A spirit of interdependence and helpfulness and selflessness is very
essential
• There should be frankness and sincerity of opinion and purpose
• There should be a sense of freedom among the members to discuss
matters without any fear or complex
• Responding politely to the suggestions of others
• Attending meetings regularly and on time.
• Thanking each other for suggestions given.
• The Value of Group Education
• In a group, one can find the support and
encouragement needed to promote and maintain
healthy practices
• It permits sharing of experience and skills
• Working in groups makes it possible to pool the
resources of all members
E.g. to dig a well, group of families can contribute
enough money
 Common Methods Used for Group Education

a) Group discussions
– Health education has been quick to recognize that groups
provide an ideal set-up for learning in a way that leads to
change and action.
– Discussion in a group allows people to say what is in their
minds.
– They can talk about their problems, share ideas, support
and encourage each other to solve problems and change
their behavior
• Size of a group
– For sharing of ideas an ideal group is the one with 5-10
members. If
• Planning a discussion
• Planning a discussion involves:
• Identification of the discussants that do have a
common interest
E.g. mothers whose child suffers from diarrhea.
• Getting a group together
• Identification of a comfortable place and time:
 Common Methods Used for Group ….
• Conducting the discussion
• Introduction of group members to each other
• Allow group discussion to begin with general knowledge
E.g. any health problems they have ever faced
• Encourage everyone to participate.
- Have a group act out some activity (drama, role play)
- Have a villager report on a successful experience
- Limit those who talk repeatedly and encourage the quiet to contribute.
• Limit the duration of discussion to the shortest possible, usually 1- 2 hrs.
• Check for satisfaction before concluding the session.
E.g. Do they think that they are learning?
Do they think the group should continue?
 Common Methods Used for Group ….
• Groups can be disrupted by several types of behavior:
– People who want a fight: Do not get involved. Explore their ideas, but let the
group decide their value.
– Would like to help: Encourage them frequently to give ideas, and use them to
build on in the discussion.
– Focuses on small details: Acknowledge his or her point but remind them of
the objective and the time limit for the discussion.
– Just keeps talking: Interrupt tactfully. Ask a question to bring him or her back
to the point being discussed and thank them for their contribution.
– Seems afraid to speak: Ask easy questions. Give them credit to raise their
confidence.
– Insists on their own agenda: Recognise the person’s self-interest. Ask him or
her to focus on the topic agreed by the group.
– Is just not interested: Ask about their work and how the group discussion
could help.
 Common Methods Used for Group ….
b) Meetings
– Meetings are good for teaching something of importance to a large group
of people
– They are held to gather information, share ideas, take decisions, and make
plans to solve problems
– Meetings are different from group discussions
– A group discussion is free and informal, while meetings are more organized
– Meetings are an important part of successful self-help projects.
• Planning a meeting
• It should be need based
• Determine the time and place
• Announce the meeting through village criers or word of mouth.
• Prepare relevant and limited number of agendas.
 Common Methods Used for Group ….
• Conducting the meeting
• Should be led by a leader
• Encourage participation as much as possible
• Try to reach at consensus based decisions
• Use some visual aids to clarify things
• Finally, get ready to take actions to solve problems.
 Common Methods Used for Group ….

c) Clubs
• There are many kinds of organizations to which
women, men and young people belong
• Clubs are becoming popular in many areas.
• They provide an opportunity for a systematic
way of teaching over an extended period of time
– E.g. a group of citizens could form an association to
deal with problems related to a major local disease
or to protect the environment
 Common Methods Used for Group ….
d) Demonstrations
– A demonstration is a step-by step procedure that is performed before
a group
– They involve a mixture of theoretical teaching and of practical work,
which makes them lively. It is used to show how to do something
– The main purpose of demonstrations is helping people learn new skills
– The size of the group should be small to let members get the chance
to practice. It is particularly useful when combined with a home visit.
– This allows people to work with familiar materials available in the
locality.
• Planning the Demonstration
• Identify the needs of the group to learn
• Collect the necessary materials such as models and real
objects or posters and photographs.
• Make sure that it fits with the local culture. E.g. for
nutrition demonstration you have to use the common food
items and local cooking methods.
• Prepare adequate space so that everyone could see and
practice the skill.
• Choose the time that is convenient for everyone.
 Common Methods Used for Group ….
• Procedures
• Introduction: Explain the ideas and skills that you will demonstrate and the need for it
• Do the demonstrations: Do one step at a time, slowly. Make sure everyone can see what
you are doing. Give explanations as you go along.
• Questions: Encourage discussion either during or at the end of the demonstration. Ask
them to demonstrate back to you or to explain the steps.
• Summarize: Review the important steps and key points briefly.

• Checklist to evaluate a demonstration

• Did the audience learn how to do what was demonstrated?
• What evidence was given that the audience plans to carry out this practice on their own?
• Visit members of the audience to see if they are using the new methods demonstrated.
• How could your demonstration be improved?
 Common Methods Used for Group ….
f) Songs
• People sing to express ideas and feelings, such as love and sadness, to tell
story of a famous person, commemorate religious days etc
• Particularly village people like to sing and dance and almost every village
have someone who can sing and put works to music
• In addition to expression of feelings, songs can also be used to give ideas
about health. You can give topics that you want to make popular to those
persons for synthesis and dissemination
• For instance, the following issues could be entertained:
• The village with out safe water
• The malnourished child who got well with the proper food to eat
• The village girl who went to school to become a health extension worker
• The house where no flies and mosquitoes breed
 Common Methods Used for Group ….
g) Stories
• Stories often tell about the deeds of famous heroes or of people who lived in the village
long ago
• Story telling is highly effective, can be developed in any situation or culture, and requires
no money or equipment
• It should include some strong emotions like sadness, anger; humor, or happiness as well
as some tension and surprise
• An older person, instead of directly criticizing the behavior of youth, may tell stories to
make his/her points
• He/She may start by saying, “I remember some years ago there were young people just
about your age…” and then continue to describe what these young people did that
caused trouble
• Stories may also be a way of re-telling interesting events that happened in a village. So
stories can entertain, spread news and information so that people are encouraged to
look at their attitudes and values, and to help people decide how to solve their problems
 Common Methods Used for Group ….
h) Proverbs
– They are short common-sense sayings that are handed down from
generation to generation
– They are like advice on how best to behave
– Some proverbs are straight for ward- others are more complicated
• Examples
• One does not go in search of a cure for ringworm while leaving leprosy
unattended
– This is to mean: try to solve the most serious problem first.
• A young man may have as many new clothes, but not as many worn-out
clothes, as an old man
– This is to mean: An old man has more experience than a young one
• Prevention is better than cure
 Common Methods Used for Group ….
i) Drama
• Drama is less common in villages, but it is a good means to entertain people in a
message
• Their preparation, practice and others may incur time and money.
• This means that it is somehow difficult to prepare repeatedly
• Yet, they are extremely useful for conferences, workshops and refresher courses.
• Ask members of the community to help write the script (e.g. teachers or
individuals who enjoy and are capable of writing such scripts.) or to play a drama
someone else has played earlier
• Dramas should have one main learning objective but can often include 2 or 3 other
less important objectives as well. Alike stories, dramas make us look at our own
behavior, attitudes, beliefs and values in the light of what we are told or shown
• Plays are interesting because you can both see and hear them.
 Common Methods Used for Group ….
• General principles for drama
• Keep the script simple and clear
• Identify an appropriate site
• Say a few words at the beginning of the play to
introduce the subject and give the reasons for the
drama
• Encourage questions and discussions at the end
 Common Methods Used for Group ….
j) Role - playing
• Role-playing consists of the acting out of real-life situations and problems
• The player tries to behave in a way that the character might behave when
faced with a given situation or problem
• It is used to show different people feel about a problem and what they
should do about it.
• Role-playing can be used to start off a discussion, to see what possible
consequences of a certain action are, and to develop a better
understanding of why people feel as they do
• We learn about our own behavior during a role-play, we can discover how
our attitudes and values encourage cooperation and problem solving or,
how our attitude and values create problems
 Common Methods Used for Group ….
k. Lecture
• A lecture is usually a spoken, simple, quick and traditional
way of presenting your subject matter, but there are
strengths and limitations to this approach.
• The strengths include the efficient introduction of factual
material in a direct and logical manner
• However, this method is generally ineffective where the
audience is passive and learning is difficult to gauge
• Experts are not always good teachers and communication in
a lecture may be one-way with no feedback from the
audience
 Common Methods Used for Group ….
i. Lecture with discussion
• You may have the opportunity to give a lecture and include
a follow-up discussion, perhaps in a local formal setting or
during a public meeting
• However there are also strengths and limitations to this
approach
• It is always useful to involve your audience after the lecture
in asking questions, seeking clarification and challenging
and reflecting on the subject matter
• It’s important though to make sure discussion does happen
and not just points of clarification
 Teaching materials (aids)
• Teaching materials include
– all materials that are used as teaching aids to
support the communication process and bring
desired effect on the audience
– The following are some selected teaching aids that
are commonly used in health education programs.
 Teaching materials …
1. Audios
• Audios include anything heard such as spoken-
word (talk), music or any other sounds. Talks are
the most commonly used audio teaching methods.
• Characteristics of audios:
- Effective when based on similar or known experience
- Could be distorted or misunderstood when translated
- Easily forgotten
 Teaching materials …
1.1 Health talks
• The most natural way of communicating with people is to talk with
them
• In health education, this could be done with one person, a family,
or with groups (small or large). Health talks have been, and remain,
the most common way to share health knowledge and facts
• However, we need to make it more than advice and make effective
by combining it with other methods, especially visual aids, such as
posters, slides, demonstrations, video show etc
• In principle, it should be given to smaller group (5 to 10 people)
though it could be given for larger group like radio talk
• In health talks, unclear points could be asked and discussed
 Teaching materials …
• In preparing a talk, consider the following points:
– Know the group: their interests and needs
– Select single and simple topic: e.g. Nutrition is too big as a topic.
Thus, select subtopic such as breast-feeding, weaning diet etc.
– Have correct and up-to- date information.
– Limit the points to only main once.
– Write down what you will say, use examples, proverbs and stories
to help emphasize points.
– Make use of visual aids.
– Practice your whole talk
– Make the talk as short as possible - usually 15-20 minutes talk and
15 minutes discussion
Teaching materials … The Chinese proverb goes
for this:
• If I hear, I forget
• If I see, I remember
2. Visual aids • If I do, I know
• Visuals are objects that are seen
• They are one of the strongest methods of communicating messages;
particularly when accompanied with interactive methods.
• Advantages
• They can easily arouse interest
• Provide a clear mental picture of the message
• Speed up and enhance understanding remember
• Can stimulate active thinking • 20% of what you hear,
• Create opportunities for active learning • 50% of what you hear and see, and
• 90%
• Help memory and provide shared experience. of what
Visuals areyou hear,
more see and do.
effective
• effective
than words alone, and it will be rather more With repetition close to 100%
when extended to is
remembered
practice (action).
 Teaching materials …
2.1. Non-projected materials (aids) or graphics
• They are shown or displayed and do not necessarily
depend on any projected equipment.
a. Leaflets
– Leaflets are unfolded sheet of printed material
– Leaflets can be very appealing if their message is simple and
clear, and if the language is understood by the reader.
– In preparing them, short sentences and paragraphs should be
used, illustrated with simple drawings or pictures that are
easily understood
– They need to be pre-tested before distributed to the villagers
 Teaching materials …
b. Newspapers/Newsletters
– Newspapers might be of some help in reaching the
villagers
– Very often, though, the national or regional
newspapers do not reach smaller communities, or the
people are unable to read them
– In this case, newsletters, written by the villagers
themselves, teachers and extension workers can
become the communities’ newspaper
– Place copies on a bulletin board or wall in a public
meeting places (market, well, bar).
 Teaching materials …
c. Photographs
– Photographs can be used to show people new ideas or new skills
being practiced
– They can also be used to support and encourage new behavior
– They are best used with individuals and small groups
– People can compare photos taken of malnourished children in the
village before and after receiving treatment.
• Advantages
• They can be photographed in the town where you work thus assuring
familiarity and recognition by the people.
• They are relatively inexpensive and reproducible for different uses
(posters, flipcharts)
• You can make them your self.
 Teaching materials …
d. Posters
• A poster is a large sheet of paper, often about 60 cm wide
by 90cm high with words and pictures or symbols that put
across a message
• It is widely used by commercial firms for advertising
products, but can also be used for preventive purposes.
• Advantages
• Give information and advice, e.g. beware of HIV/AIDS!
– Give directions and instructions, e.g. how to prevent HIV / AIDS
– • Announce important events and programmers, e.g. World
AIDS day
 Teaching materials …
• Preparing a poster
• Written messages should be synchronised with pictures or symbols.
• All words in a poster should be in the local language or two languages.
• The words should be few and simple to understand. A slogan might contain a
maximum of seven words.
• The symbols used should be understood by everyone, whatever their
educational status.
• The colours and pictures should be ‘eye-catching’ and meaningful to local
people.
• Put only one idea on a poster. If you have several ideas, use a flip chart (see
below).
• The poster should encourage practice-action oriented messages.
• It is better to use real-life pictures if possible.
• It should attract attention from at least 10 metres away.
 Teaching materials …
• Standard rules in making posters:
• All words should be in the local language
• Words should be limited and simple
• Symbols that illiterate people will also understand should be used
• Mix of colors should be used to attract attention
• Only put one idea on a poster.
• General principles:
• They should contain the name of the event, date, time, and place
• They should be large enough to be seen from some distance;
• They could be used for small or larger groups
• Should be placed where many people are likely to pass
• Do not leave them up for more than one month, to avoid boredom
• Never use them before pre-testing.
 Teaching materials …
e. Flipchart
• A flipchart is made up of a number of posters
that are meant to be shown one after the other
• In this way, several steps or aspects of a central
topic can be presented such as about family
planning
• Their purpose is to give information and
instructions, or record information when
prepared with blank pieces of paper
 Teaching materials …
f. Flannel graphs
• A flannel graph is a board covered with flannel cloth
• The flannel graph is one of the most effective and
easily used teaching aids because it is cheap and
portable
• Pictures and words can be placed on the board to
reinforce or illustrate your message
• It is very useful with people who do not read and in
groups of less 30 people
 Teaching materials …
g. Displays
• A display is an arrangement of real objects,
models, pictures, poster, and other items,
which people can look at and learn from
• Like a poster, it provides ideas and information
but where as a poster contains only one idea,
a display has many
• E.g. how a child develops and grows
 Teaching materials …
• Pumplets
 Teaching materials …
2.2. Projected aids
• Projected materials are simply educational materials that are
shown to people using a projector
• They are used to facilitate lectures or seminars/trainings
• The group should not be more than 30.
• The commonly utilized once are slide projectors (color pictures
on a transparent object), overhead projectors (display written or
drawn materials on a transparency), and power point projectors
• They are expensive, requires expertise and electric power.
• They are useful to underline the most important points in a talk
or lecture.
 Teaching materials …
• Mass Media
– It is one way of giving health education
– The communication that is aimed to reach the masses or the
people at large is called mass communication
– The media that are generally used for mass communication go by
the name of mass media
– The commonly used mass media are microphones or public
address system, radio, television, cinema, newsprints, posters,
exhibitions
– Mass media are the best methods for rapid spread of simple
information and facts to a large population at low cost
– However, the major concerns with this method of communication
are availability, accessibility and popularity in a given community.
 Teaching materials …
Characteristics Mass media Face-to-face
Speed to cover large Rapid Slow
population
Accuracy and lack of Highly accurate Easily distorted
distortion
Ability to select particular Difficult to select audience Can be highly selective
audience
Ability to fit to local needs Provides non-specific Can fit to local need
information
Direction One-way Two-way
Feed back Only indirect feedback Direct feedback possible
from surveys
Main effect Increase Change in attitudes and
knowledge/awareness behavior; problem solving.
 Teaching materials …
• Selection of Teaching Methods and Materials
• The selection of the teaching methods and
aids depends on
1. The type of the message
2. The purpose
3. The people addressed
4. Availability of resources
5. Availability of skills.
Thanks