Effective Nutrition Education

1
Effective Nutrition Education

• Provide information about nutrition
• Teach skills- how to
• Change attitudes
• Change behavior
• Nutrition education must address the target
  audiences needs, motivations, desires,
  behaviors

2
Nutrition Education

• Learning experiences designed to facilitate the
  voluntary adoption of eating and other
  nutrition-related behaviors conducive to health
  and well-being
• Decrease consumption of foods
• Increase consumption of foods
• Shop for different foods
• Food label
• Change cooking methods
• Order different foods
• Plan different meals

3
Teaching vs learning

• Focus on helping the learner change rather than
  deciding what you will teach
• Steps to education
• Assess learning needs
• Balance between desired knowledge skill or
  behavior and current knowledge skill or behavior
• Plan performance objectives that are measurable,
  feasible and doable in the allowed time
• Determine content hased on assessment and
  objectives
• Select teaching methods, techniques and materials
  appropriate to needs
• Implement interactive learning experiences to
  provide opportunities to practice
• Evaluate progress
• Document results

4
Performance Objectives

• Helpful for planning, implementing as well as
  evaluating learning
• Communicates outcomes of instructions,
  enrollment, or participation
• Everyone is on the same page
• Initial effort will be to determine what can be
  done vs teaching method or process of learning

5
Magers key to writing measurable performance
objectives

• Avoid vague/ambiguous verbs
• Learn
• Know
• Understand
• Recognize
• Have an awareness of
• Become familiar with
• So what?

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Better Performance Verbs

• Build
• Align
• Compare
• Contrast
• Use
• Perform
• Execute
• Classify
• Draw
• Construct

• Choose (or select)
• Solve
• Write
• Identify
• State
• List
• Recite
• Apply
• Sort
• Assemble

7
Magers key to writing measurable performance
objectives

• Select verbs that are outcomes action oriented
• The participant will
• know which foods have fat
• classify foods as being high in fat
• categorize foods as being high fat, low fat or
  medium fat foods
• explain why high fat foods should be consumed in
  moderation
• purchase low fat foods
• plan meals with 30 of calories from fat
• understand that food high in fat should be
  consumed in moderation

8
Performance Objectives have 3 Parts

• Performance
• Conditions
• Criterion

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Learner

• The one who is going to perform the task
• The student will be able to
• The participant will

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Performance

• The action the learner will do
• Write
• Compare
• Describe
• Prepare
• Identify
• Can be overt or covert
• Is able to identify high fat foods (on a menu or
  verbally)
• Is able to plan a days menu with 30 or less
  calories from fat

11
Condition

• Describes the circumstances under which the task
  is to be performed.
• (Given a list of 50 food cards) is able to
  classify foods as being high fat foods
• (Without the assistance of a Nutrition Education
  assistant) is able to plan a menu moderate in fat
• Every objective does not need to have conditions,
  but what performance is expected must be clear

12
Criterion

• The standard which the learner must meet (time,
  accuracy, quality)
• Is able to make healthy food choices (90 of the
  time)
• Is able to calculate the carbohydrate in diabetic
  diet (within 5 grams)
• Is able to substitute foods on a diabetic menu
  (using CHO counting)

13
Learning domains are categorized into 3 broad
areas

• Cognitive domain concerned with the intellect,
  knowledge and mental skills ? KNOW
• Affective domain concerned with attitudes,
  values and emotions
• ? FEEL
• Psychomotor domain concerned with physical
  skills ? DO

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Cognitive Domain
Image from http//coe.sdsu.edu/eet/Articles/Bloom
sLD/index.htm
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Cognitive Domain

• Verbs used in objective setting
• http//coe.sdsu.edu/eet/Articles/BloomsLD/index.ht
  m
• http//www.gsu.edu/mstmbs/CrsTools/cogverbs.html

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Cognitive Domain Objectives

• Knowledge List the types of fat
• Comprehension Explain the characteristics,
  advantages, and disadvantages of the different
  types of fat
• Application Calculate the amount of various
  types of fat from a list of foods.
• Analysis Analyze case studies to determine a
  diet for meeting the needs for various disease
  states
• Synthesis Plan various types of diets to meet
  the needs of different people and disease states.
• Evaluation Evaluate diets available for various
  types of disease states

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Cautions for writing cognitive obj.

• Behavioral verb can be used in a different
  context to indicate another level of learning
• Compile a list of (Could be synthesis or
  knowledge level)
• State in your own words (Comprehension because it
  involves explaining, not reiterating which would
  be knowledge)

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Affective Domain

Image from http//coe.sdsu.edu/eet/Articles/Bloom
sLD/index.htm
19
Affective Domain

• Verbs used in objective setting
• http//www.gsu.edu/mstmbs/CrsTools/affverbs.html

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Sample Affective Objectives

• Receiving Focus attention on instructions on a
  diabetic diet
• Responding Is willing to read diet materials
  with interest and ask questions
• Valuing Choose a nutritious meal from the
  cafeteria line
• Organization Adapt behavior in a wide variety of
  eating occasions
• Characterization Select only those foods
  permitted on the diet almost all the time

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Cautions for writing affective obj.

• Affective Objectives at the receiving and
  responding levels are often indistinguishable
  from learning experiences
• Objectives at the knowledge and comprehension
  level of cognitive domain are often more
  appropriate that those at these levels of
  affective domain
• Evaluation of objectives in the affective domain
  is often highly subjective
• Affective change may take longer than cognitive
  change

22
Psychomotor Domain
Image from http//coe.sdsu.edu/eet/Articles/Bloom
sLD/index.htm
23
Psychomotor Domain

• Verbs used in objective setting
• imitate, follow instructions, manipulate,
  (skillfully) demonstrate, practice, carry out,
  perform, adjust, produce, utilize, operate,
  incorporate, compute, administer, construct.

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Psychomotor Objective Examples

• Perception Is able to recognize a need to learn
  how to use a crockpot
• Guided Response Is able to practice the steps
  for using a crockpot under supervision
• Mechanism Is able to prepare a stew using the
  crockpot properly
• Complex Overt Response Is able to demonstrate
  considerable skill in using the crockpot with
  various foods

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• Bad The students will learn about
  objectives.Better The student will construct
  well-written performance objectives.
• Best Without the use of notes, students will
  construct well written performance objectives
  containing all three components student
  behavior, conditions of performance, and
  performance criteria.

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What do you think?

• The student will properly define the different
  categories of foods and what groups different
  foods belong in.
• The student will identify the nutritional value
  of foods in every food group.
• The student will select foods that would be
  beneficial to their health and what foods would
  be detrimental.
• The students will go through food magazines and
  cut out examples of foods from each of the
  respective food groups.

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Lets practice

• Divide into groups by day of birth
• 1-3 Group 1
• 4-6 Group 2
• 7-9 Group 3
• 10-12 Group 4
• 13-15 Group 5
• 16-18 Group 6
• 19-21 Group 7
• 22-24 Group 8
• 25-27 Group 9
• 29-31 Group 10