June 2012 Lee Anne Riddle CCE 586 Teaching in E-Learning Environments Final Lesson Plan Lesson Title

Lesson Functional Topic Who Should be Talking and What Should We be Talking About?

Objectives

Helping Food $ense nutrition educators understand and accommodate the needs of adult Food Sense participants. 1. The students will be introduced to adult learning principles and be able to describe two of these principles: incorporating learners life experience and providing relevant subject matter. 2. The students will be able to design a Food $ense nutrition lesson incorporating these two principles of adult learning. This workshop will be held over the course of a week during the annual fall training at the WSU Whatcom Extension Food $ense office. It will include both face-to-face and online components. Face-to-face portions of this workshop will happen on a Tuesday and Friday, with participants completing the online portion on Wednesday and Thursday. The summative assessment will be due a week after the last face-to-face class. Participants will be nutrition educators employed by WSU Food $ense. Currently, these are all women ranging in age from 25 to 61. Most have bachelors degrees in education, nutrition or the social sciences. Their experience as Food $ense nutrition educators varies from one to six years. Nutrition educators for the WSU Food $ense program are expected to use prepared curricula in classroom settings with Food $ense clients. Strict adherence to these curricula rarely meets the needs of the participants causing frustration for both the clients and the educator. In addition, most curricula and the Food $ense educators experience make lecture the most comfortable approach for the educator to use in these classes. Another contributing factor for the need for this workshop is that most educators have trained to work with children. Our funder is encouraging us to increase our work with adult audiences, causing many educators to shift from working with children to working with adults. During Food $ense classes, there is already an experiential piece in each lesson that includes a food demonstration by the educator or hands-on cooking experience for the participants, followed by sampling of the food. Most Food $ense educators are skilled in facilitating the food experience that helps to cement the learning. We know that the lecture portion is not as effective as other forms of learning. Simply listening to someone talk is the least efficient way to learn (National Training Laboratories, as cited in OTL Assessing Online podcast, 2009). While

Context

the educators already have a sense of the parts of a lesson: lecture, discussion, activities, food prep and sampling, they need a basic understanding of our adult audiences. Ideas for lessons are abundant. The goal is to tweak those ideas to accommodate the needs of the adult learner.
Room with access to the internet Computer Projector Name tags Refreshments Dry erase markers and white board Large paper and markers Masking tape Power Point with key concepts, activities and youtube links Power Point in handout form for each participant Ropes for growth circles Food $ense adult classroom scenarios Handout with web-based learning information Handout with scenarios Evaluations for Day 1 and Day 2 Directions Provide and discuss agenda. Ask participants to share what they hope to get out of the day. Using growth circles, ask a series of questions to determine participants comfort level with cooking in classroom setting and working with adults in Food $ense classes. - Lay out 3 concentric circles of rope on the floor - Tell the participants that you are going to ask them a series of questions. They are to stand in the circle that represents their level of comfort with that topic. If they are very comfortable with what is asked they are to stand in the inner circle. If they are somewhat comfortable, stand in the middle circle. If it terrifies them, stand in the outer circle. - To help them understand the idea, start with questions likehow comfortable are you singing in the shower? Singing with a group in your living room? Singing on a street corner? This will give them practice with answering the questions in this format. - Move on to asking about comfort in cooking Yat home, for a party, facilitating others to cook, demonstrating in front of others. (While this one is not being specifically addressed in this workshop, their response will determine a need for training in this area.) - Ask questions about comfort in working with different ages.

Materials

The Lesson, Part 1: Face-to-Face Day 1 Welcome and overview of Day 1

Time Estimate 10 minutes

Ice breaker and Preassessment

15 minutes

Note what circle participants stand in during the cooking and age group questions. Discuss that the inner circle is our comfort circle, the outer circle is the fear circle and the middle circle is the growth circle. Learning can happen when you are in the growth circle. - Using the Think-pair-share approach, have participants think of a time they learned something - either formally or informally and enjoyed the process. What made that experience successful? What was your role in the process? What did the instructor do that contributed to the success of the experience? Write some points that are shared. 30 minutes - Show youtube video http://www.youtube.com/watch?v=Cu_PpkqWJGA - Display slide with Knowles 6 Principles of Adult Learning - Provide handout with principles listed and room to take notes. - Ask if and how their learning experience fits into these principles. Elicit or provide one example for each principle. Break Discussion of adult learning principles, cont 15 minutes 15 minutes 30 minutes 20 minutes 60 minutes 30 minutes Divide into small groups of two and three. Give each group a principle to discuss. Have them discuss what their principle means to them and what they think it looks like in practice. What would be an example of their principle in a Food $ense classroom? Have them write their description and ideas on large paper. Have each group share what they have come up with and post around room. Have folks walk around to different principles and add their own thoughts. We will come back to this after lunch.

Begin discussion of adult learning principles by connecting to participants experience

Lunch

Review

Review what was written about the 6 principles. Have different people read the additional ideas aloud. Have participants reflect and share about what was discussed and learned in the morning. Ask if anyone has questions or additional comments. - Show ppt with adult learning concepts from the morning. Then show ppt slide with basic Food $ense lesson format -

Introduce/review Food $ense lesson format

40 minutes

lecture, discussion, activities, food prep and sampling. Discuss where and how to blend the concepts on the two slides, with a focus on incorporating learners life experience and providing relevant subject matter.
- In small groups, have participants share ideas from past lesson plans or parts of lessons they felt were particularly effective. How does what we have experienced in the past - both positive and negative - fit into this format and these principles? Can you think

of ways to incorporate these two adult learning principles? - Back to large group for sharing and recording key ideas. Break 10 minutes Divide into pairs by counting off by ___(number depends on how many are there). Have each pair randomly choose from a variety of scenarios they might encounter at a Food $ense class. With their partner, have them talk about the scenario, what they think they know about the people in the scenario and how they would approach developing a lesson to meet their needs. Have each pair begin to lay out lesson plan keeping in mind the principles of the learners prior knowledge and practical application.

Introduce scenarios

30 minutes

Work on lesson plans Break

30 minutes 10 minutes

- Very brief review of what we talked about. - Introduce to online CMS site (Since not part of WWU, would have to be something like Edmodo or Coursesites.com by Blackboard. WSU uses Sharepoint, which could be another possibility) - Give them instructions to work with their partner to develop a lesson for the participants in their scenario keeping in mind the principles discussed today and plan to share your plan on Day 2 (they wont be doing the actual lesson). This could be done together at the same time or with the use of the CMS site or google docs. - Provide instructions and links to youtube videos to review and critique before next time. - Time for questions. - Paper evaluation of the workshop - Did we accomplish what we set out to do? What worked? What didnt?

Wrap-up Day 1 including instructions for online activities

45 minutes

Lesson Title Lesson Functional Topic

Objectives

Online Portion: Who Should be Talking and What Should We be Talking About? Online collaboration, reinforcement and practice of principals for working with adult Food $ense participants. 1. The student will be able to support their own and others learning by participating in the online discussion. 2. The student will be able to practice recognizing the application of principles of working with adults. 3. The student will be able to design a lesson plan incorporating the adult learning principles of prior

Context

Materials

The Lesson, Part 2: Online Portion

Time Estimate

knowledge and practical application. This portion of the workshop will take place between the two face-to-face sessions. The nutrition educators will be asked to do a number of online activities. Handout with description and instructions to complete online activities Scenario of adult Food $ense class for lesson plan design Directions 1. Post a question, comment or insight on Blackboard that you had during the first F2F class. Respond to someone elses post. 2. Watch all four parts of the YouTube videos at http://www.youtube.com/watch?v=sf9MmqLYNs4 While watching, keep in mind the principles of adult education we discussed in class. Think about if the educator in the video applies these concepts. If yes, note what concepts she applies and how she does it. If no, note what she could do differently to apply some of the adult learning principles. Come prepared to discuss this at the next face-to-face class. 3. Working with your partner, develop a lesson plan for the Food $ense group described in your scenario. Post your lesson plan draft on Blackboard. Be prepared to share your lesson plan at the next face-toface class.

Activities

2 hours

Lesson Title

F2F Day 2: Who Should be Talking and What Should We

be Talking About?
Sharing of on-line activities and lesson plan drafts 1. Students will be able to identify areas of strength and areas that need improvement when presented with adult nutrition education examples. 2. Students will be able to point out the adult learning principle incorporated into their lesson plan. In the second F2F portion of this lesson, nutrition educators will review and discuss one of the YouTube videos. They will share their lesson plan draft for group feedback and comment. See day 1 Directions Have participants share review of Day 1. Provide agenda for Day 2. Ask about participants hopes for the day.

Lesson Functional Topic Objectives

Context Materials
The Lesson, Part 3: Face-to-Face Day 2 Welcome, review of Day 1and overview of Day 2 Time Estimate 15 minutes

Discuss YouTube videos of a nutrition educator

45 minutes

There are 3 parts of this video. Participants watched these in between F2F classes. We will watch Part 1 and comment on it in regards to the adult principles of learning. What do you think she did right? How could she have improved her lesson? http://www.youtube.com/watch?v=sf9MmqLYNs4

Break Sharing plans weve developed for scenarios Lunch Sharing plans cont if needed Applying what weve learned

15 minutes 60 minutes 60 minutes 30 minutes 30 minutes Have each pair describe their scenario, their approach to the lesson and at least one adult learning principle that they incorporated into their lesson. Have others contribute additional ideas and give feedback on if they feel the approach or activities fit the adult learning principle discussed.

Continuation of sharing of lesson plans developed for scenarios. Group discussion about: How can we move these principles into our classrooms? What one principle would you like to focus on? What support do you need? We will plan to continue this discussion at monthly staff meetings. - Very brief review of what we talked about. - Time for questions.

Wrap-up Day 2

20 minutes

- Paper evaluation of the workshop. Include growth circles (paper version of what we did on day one) on paper for participants to place themselves in regards to comfort level with working with adults. Ask for suggestions for next training. Directions By the next Friday, post your completed lesson plan including materials and props list, handouts, shopping list and recipes. Write a rationale highlighting what you included in your lesson plan that supports one of the adult learning principles discussed in the workshop (about 500 words). Write a self-reflection on insights you gained in working with adults that seem particularly applicable to the Food $ense population (about 500 words).

Summative Assessment Lesson Plan

Rationale

Self-reflection