Download - Expanded Food and Nutrition Education Program Exploring Teaching Approaches Updated 05/2014
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Expanded Food and Nutrition Education Program
Exploring Teaching Approaches
Updated 05/2014
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Objectives
• Review Lesson 2 from An Introduction to Nutrition
• Compare the Experiential Learning Theory and Adult Learning Theory
• Discuss teaching styles of youth and adults• Explore the Cone of Learning and 3 learning
modalities
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Exploring Teaching Approaches
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Our Goal
• Influence people to adopt healthier diets and ultimately sustain that change
• Provide information to increase knowledge and skills AND assist participants in integrating this knowledge and information into their lives
• Present the information we teach in a way that is stimulating, exciting and fun!
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Review from Lesson 2: Art of Teaching
1. Teaching vs. Learning2. Teaching methods and techniques3. Preparation and delivery of a successful food
demonstration
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Review from Lesson 2: Art of Teaching
• Teaching– The educator’s assessment of the need for
knowledge and the use of techniques to transfer knowledge to another person
• Learning– The ability to adapt to new information; a change
in behavior related to knowledge, attitudes, beliefs, values, skills or performance
– Requires active involvement
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Review from Lesson 2: Art of Teaching
I hear and I forget,I see and I remember,I do and I understand.
- Confucius
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Review from Lesson 2: Art of Teaching
Teaching Methods and Techniques1. Lecture2. Discussion3. Project4. Lab Experiment5. Simulation (Enactment, Imitation)6. Demonstration
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Review from Lesson 2: Art of Teaching
Lecture• Strengths
– Easy– Efficient in very large
groups– Conveys the most
information– Minimum threat to learner
• Weaknesses– Learner is passive (lecture
may become dull and boring to learner)
Discussion• Strengths
– More motivated than lecture (active participation in informal atmosphere)
– Helps to broaden the perspective of learners
• Weaknesses– Learner may be unprepared– Shy learners may be hesitate to
participate– Easy to get side-tracked– May be more time consuming
than lecture
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Review from Lesson 2: Art of Teaching
Projects• Strengths
– More motivating– Require active participation– Good for higher level of
cognitive objectives
• Weaknesses– Size of group may be
limited– Time and space may be a
factor
Lab Experiment• Strengths
– Learning takes place because of experience
– Learning is hands-on– There is active
participation
• Weaknesses– Size of group is limited– Time and space may be a
factor
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Review from Lesson 2: Art of Teaching
Simulation (Enactment, Imitation)
• Strengths– Requires active
participation and critical thinking
– Develops problem-solving skills
– Connects theory to practice
• Weaknesses– Time consuming
Demonstration• Strengths
– Realistic visual images are used
– Appeals to several senses– Can be done with large groups
• Weaknesses– Requires equipment and time– Learners are passive unless
they can practice/participate in the demonstration
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Review from Lesson 2: Art of Teaching
What to consider when planning for a Cooking Demonstration/Tasting
1. Your audience2. Your time limits3. Your surroundings4. Your budget5. Your topic
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Learning Theories
• Experiential Learning Theory• Adult Learning Theory
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How do Children Learn?
• Eager to learn• More open, less analytic• Short attention span• Need practical, active teaching• More concrete
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Experiential Learning Theory
EXPERIENCE
SHARE
PROCESSGENERALIZE
APPLY
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Experiential Learning TheoryStage 1
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Experiential Learning TheoryStage 2
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Experiential Learning TheoryStage 3
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Experiential Learning TheoryStage 4
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Experiential Learning TheoryStage 5
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How do Adults Learn?
1. Adults have a need to know why they should learn something.
2. Adults have a deep need for self-directing.3. Adults come to learning situations with a wealth of
experience and knowledge.4. Adults become ready to learn when they experience in
their life situations a need to know or be able to do in order to perform more effectively and satisfyingly.
5. Adults are situation- or task-oriented. 6. Adults are motivated to learn by both extrinsic and
intrinsic motivators.
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Adult Learning Theory
#1. Adults have a need to know why they should learn something.
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Adult Learning Theory
#2. Adults have a deep need for self-directing.
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Adult Learning Theory
#3. Adults come to learning situations with a wealth of experience and knowledge.
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Adult Learning Theory
#4. Adults become ready to learn when they experience in their life situations a need to know or be able to do in order to perform more effectively and satisfyingly.
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Adult Learning Theory
#5. Adults are situation- or task-oriented.
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Adult Learning Theory
#6. Adults are motivated to learn by both extrinsic and intrinsic motivators.
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Teaching Styles
• Youth– Directive approach– Facilitative dialogue approach
• Adult– Facilitated dialogue approach
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Ways of Learning
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Visual Learner
• 60% of individuals are visual learners• Posters, illustrations, how the room is set up,
visually follow the teacher with eyes• Preferred seating: middle of the classroom to
see everything
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Kinesthetic Learners
• 25% of individuals are kinesthetic learners• Note taking, doodling• Preferred seating: back of the classroom
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Auditory Learners
• 15% of individuals are auditory learners• Lectures, words, debates, discussion• Preferred seating: front of the room
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Summary
• Review Lesson 2 from An Introduction to Nutrition– Teaching vs. Learning– Teaching methods and techniques– Preparation and delivery of a successful food demonstration
• Compare the Experiential Learning Theory and Adult Learning Theory
• Discuss teaching styles of youth and adults– Directive teaching vs. facilitated dialogue
• Explore the Cone of Learning and 3 learning modalities – Visual– Kinesthetic– Auditory
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What questions do you have?
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