Expanded Food and Nutrition Education Program Exploring Teaching Approaches Updated 05/2014

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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• 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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I hear and I forget,I see and I remember,I do and I understand.

- Confucius

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Teaching Methods and Techniques1. Lecture2. Discussion3. Project4. Lab Experiment5. Simulation (Enactment, Imitation)6. Demonstration

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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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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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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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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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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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#2. Adults have a deep need for self-directing.

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#3. Adults come to learning situations with a wealth of experience and knowledge.

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#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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#5. Adults are situation- or task-oriented.

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#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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Comments/Suggestions on this Presentation?

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Documents

Expanded Food and Nutrition Education Program Exploring Teaching Approaches Updated 05/2014