before we start… download these 2 documents documents/w… · curriculum development – long...

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Building a Strong Foundation:

A Strategic Approach for Preparing

to Teach a New Curriculum!

Before we start…

Download these 2 documents

What tool is this?A

B E

Match the picture of the tool with its

name

Perfection spring winderSaw setSkyhook

Tailpipe and exhaust cutoffTimber scribe

Uzbek bread stamp

D

CF

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What tool is this?A

B E

Timber scribe

Saw set

Perfection spring winder

D

CF

Uzbek bread stamp

Skyhook

Tailpipe and exhaust cutoff

Before we start…

Download these 2 documents

Building a Strong Foundation:

A Strategic Approach for Preparing

to Teach a New Curriculum!

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On behalf of the California Department of Social Services, the California Department of Public Health,

CalFresh Healthy Living, University of California, California Department of Aging, and

Catholic Charities of California, we are pleased to welcome you to

the CalFresh Healthy Living Training

Building a Strong Foundation: A Strategic Approach

for Preparing to Teach a New Curriculum!

Today’s Facilitator’s

Mike Elfant CDPH NEOPB

Julie AudellCDPH NEOPB

Lyn BrockUC CalFresh

Tammy McMurdoUC CalFresh

Before we start…

Download these 2 documents

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Learning Objectives

• Identify key elements of a curriculum and its lessons

• Describe how to use a checklist for preparing to teach a new curriculum

• State reasons why maintaining curriculum fidelity is important based upon how a curriculum is designed and tested

Think of something you have assembled or built successfully

Your Success Assembling or Building Something

Poll Question I have experience building or assembling any of the following:

• Ikea furniture• Computer system• Paint by numbers picture• Tent• Recipe

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Chat out:

What else besides the directions helped you to be successful?

Let’s Go Lego!!

Design is Crucial!

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Nutrition Education Curricula

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Nutrition Education Curricula – Not a tabloid!

Nutrition Education Curricula – Carefully crafted!

Nutrition Education Curricula…not Shakespeare, but!

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Class Facts and Activity – interesting and fun

Curriculum Development – Long Process

Sequence

Pilot Test

FieldTest

Evaluation

Final UpdatesMajor

Problem

Key Factors

Objectives

Target Audience

Behavior Change Theory

Materials

LearningTheory

Activities

Class Design – Starts with a big problem

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Class Design – Starts with a big problem

Class Design

Narrow the

focus

Detective Work

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Find the Key Factors

Topics Must Be Relevant!

Example – Less Sweetened Drinks

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Example – Physical Activity in Schools

Objectives – what will they learn?

?

Objectives – what will they learn?

K – Knowledge

S – Skills

A- Attitude

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Objectives – what will they learn?

K – Knowledge(key messages)

Objectives – what will they learn?

K – Knowledge(key messages)

S – Skills

Objectives – what will they learn?

K – Knowledge(key messages)

S – Skills

A- Attitude

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Target Audience

Alberto Barbati

Target Audience - Age

Alberto Barbati

Anne Roberts

danibabii08

Target Audience - Ethnicity

Alberto Barbati

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Behavior Change Theory

?

Behavior Change Theory

Social-Cognitive Theory

Theory of Planned Behavior

Behavior Change Theory

Social-Cognitive Theory

Theory of Planned Behavior

Help predict what people do

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Ben Simo

Trade Secret

Only 2-3 objectivesper hour

Trade Secret

Don’t overload!

Activities and Materials

Senior Airman Robert L. McIlrath

?

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Activities and Materials

Senior Airman Robert L. McIlrath

Meet the KSAs

Activities and Materials

Senior Airman Robert L. McIlrath

Meet the KSAs

Match the target audience

Activities and Materials

Meet the KSAs

Match the target audience

Follow learning theories

Senior Airman Robert L. McIlrath

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More Questions

?

More Questions

Number of lessons?

More Questions

Number of lessons?

Order?

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More Questions

Number of lessons?

Order?

Core?

More Questions

Number of lessons?

Order?

Core?

Literacy Level?

Is it ready yet?

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Is it ready yet?

Testing

Testing

Pilot test

Field test

Evaluation

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Pilot Testing

Max Pixel

?

Pilot Testing

Max Pixel

Designer tries content/sequence

Pilot Testing

Max Pixel

Designer tries content/sequence

Simplify?

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Pilot Testing

Max Pixel

Designer tries content/sequence

Simplify?

Interesting?

Pilot Testing

Max Pixel

Designer tries content/sequence

Simplify?

Interesting?

Missing?

Repeat

Max Pixel

Max Pixel

Max Pixel

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Revise

Field Testing

?

Field Testing

Local educators teach it

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Field Testing

Local educators teach it

Give suggestions

Revise

Moment of Truth….

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Moment of Truth….

Evaluation!

Moment of Truth….

Evaluation!

Behavior change?

Find the key factors

Evaluation – Does it really work?

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Evaluation – Can be complicated

Poster Session

Journal Article

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Now premiering!....

Updates

Revise

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… not Hollywood…but

Healthy Participants!

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“How It’s Made” Debrief

Sequence

Pilot Test

FieldTest

Evaluation

Final UpdatesMajor

Problem

Key Factors

Objectives

Target Audience

Behavior Change Theory

Materials

LearningTheory

Activities

Chat Out:

What about the process of curriculum development stood out to

you?

“How It’s Made” - the Keys

Focus on specific problems or issues

“How It’s Made” - the Keys

Focus on specific problems or issues Identify key factors for these 

problems or issues 

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“How It’s Made” - the Keys

Focus on specific problems or issues Identify key factors for these 

problems or issues 

Teach specific KSAs related to these factors

“How It’s Made” - the Keys

Focus on specific problems or issues Identify key factors for these 

problems or issues 

Teach specific KSAs related to these factors

Tested to prove it works

“How It’s Made” - the Keys

Focus on specific problems or issues Identify key factors for these 

problems or issues 

Teach specific KSAs related to these factors

Tested to prove it works

Each element has a reason

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Constructing a Lesson Plan

Foundation: Learning

Objectives

Healthy Eating and Active Living Toolkit for Community Educators

USDA Eat Healthy, Be Active Community Workshops

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Walls:Key

Messages

KEY MESSAGES

Regular physical activity is a key factor in maintaining a healthy body weight for adults and children.

Parents play an important role in helping their children make physical activity an everyday habit.

Door: Introduction or Opening

Activity

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Ask participants to volunteer to share beveragesthey drank yesterday or within the past week.

Review the list and thank participants for theirwillingness to share.

Windows:Lesson Content

Rooms:Learning

Activities or Experiences

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Focus on What Supports Learning

Roof:Conclusion

Review the handout Be Active Today withparticipants and answer questions from the group.

Ask each participant to highlight or circle twoactivities on the handout Be Active Today thatthey will do to become more physically active.

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• Learning Objectives

• Key Messages• Introduction or

Opening Activity• Lesson Content• Learning

Activities or Experiences

• Conclusion

Evaluation

From a Lesson to a Curriculum

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Getting Oriented to a New Curriculum

Chat Out: What is the most important thing you do to prepare to teach a new curriculum?

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□ For each lesson activity – identify:

□ Steps to complete the activity

•Set up six food packages and number them

•Hand out paper and pencils• Instruct students to write down the content of each container

•Open containers and check answers•Discussion

Food Assumptions: 1. Preparation: Set up six packages of food on a table or against a wall. Number each package 1 – 6. Five out of the six should contain something other than what they advertise. (For example: Macaroni shells in a cereal box, beans in an empty milk carton, sugar in a pasta box, water in a soda bottle. Something that could remain the same would be a canned food like tuna or corn. Use packaging that you have, as long as it is labeled and you can’t see the contents from the outside.)

□ For each lesson activity – identify:

☑ Steps to complete the activity

☑ Teaching tools (posters, visuals, 

models, A/V equipment, etc.)

☑ Space and equipment needed

☑ Are additional materials/visuals 

needed

2. Begin by telling students that their first activity will be an easy test. Hand out a piece of paper and a pencil. Give them the following directions, and repeat them if anyone questions the purpose of the test: • Please write down, in order, the content of each container. • There will be no talking until everyone is done with this test.

□ For each lesson activity – identify:

☑ Supplies (lesson plan may not 

specify – pencils, pens, markers, etc.)

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3. After students have finished, check his or her answers by opening up each container one at a time and showing what is actually inside. Ask students why they answered the way they did. Explain that we all make assumptions, or quick guesses, based on information that we receive right away. Our assumptions, however, are not always correct. (One container should have the correct contents inside to show that sometimes we make the right assumption.)

4. Start a discussion with students on how they make decisions about what to eat. What factors do they consider? Do they decide by taste? How food looks? How it smells? What makes them willing to try something new? (Accept all answers.) Explain that people generally like to eat foods that taste good. But how do we know what is in the foods we eat? How do we know that a muffin has carrots in it, or soup has vegetable broth? Is there a way to figure out what is in food, aside from tasting it? And why is it important to know what’s inside our food?

□ For each lesson activity – identify:

☑ Steps to complete the activity

☑ Supplies (lesson plan may not specify –

pencils, pens, markers, etc.)

☑ Teaching tools (posters, visuals, models, 

A/V equipment, etc.)

☑ Space and equipment needed

☑ Methods to actively involve all 

participants (if not specified)

☑ Are additional materials/visuals needed 

Checklist for Preparing to Teach a New Lesson

Is the checklist missing anything?

CHAT: What would you add

to the checklist?

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When

Things

Don’t

Quite Fit…

When Things Don’t

Quite Fit…

What are examples?

Chat out

Some Changes May Be OK

• Use “as is” for slightly different

age, grade level, or life cycle

stage

• Substitute ingredients in a recipe

• Offer activities to keep kids busy

• Modify literacy level

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Some Changes May or May Not Be OK -

Check for State Approval

• Major changes in order

• Major changes to use with a

different age group

• Translation into another language

Changes NOT allowed

• Deleting core content

• Anything that undermines the

objectives

Which of these modifications might be OK to do on my own? Poll!

• Use a curriculum designed for 1st graders with 2nd

graders

• Translate an English curriculum into Vietnamese

• Interpret a class into Farsi

• Move the physical activity from the start to the middle

• Delete label reading activity from a class on sugar

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Which of these modifications might be OK to do on my own?

• Use a curriculum designed for 1st graders with 2nd

graders

• Translate an English curriculum into Vietnamese

• Interpret a class into Farsi

• Move the physical activity from the start to the

middle

• Delete label reading activity from a class on sugar

https://www.cdph.ca.gov/Programs/CCDPHP/DCDIC/NEOPB/Pages/CurriculumFidelity.aspx

Curriculum Fidelity Resources

Before You Make Changes…

Choose best curriculum for specific audience

Try it – then decide

Only change to help participants

Activities have purposes

More - not always better

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Access to UC Developed 

Curriculum

Step 1 ‐ attend this training  

Step 2 ‐ training on specific 

curriculum needed…

…coming next year 

You’re Pre-qualified!!!

Curriculum Basics – Your Blueprint

List one “element of 

your blueprint” goal 

on how you will apply 

what you learned to 

your work.

Contact Information

Tammy McMurdo tjmcmurdo@ucdavis.edu

530-754-4934

This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh Healthy Living, with funding from USDA SNAP-Ed. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.

.

Lyn Brockrlbrock@ucanr.edu

209-953-6116

Mike ElfantMichael.Elfant@cdph.ca.gov

916 449-5534

Julie AudellJulie.Audell@cdph.ca.gov

916-445-7772

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Thank You!