Project Based Learning for ESOL Health Literacy: TESOL Convention 2010

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Adult Learner Program

Project based learning promotes: Teamwork Use of authentic language Learner-selected themes In-depth study of topicPeer teaching

Learners develop skills in Internet and library basedresearch.

“My project is heart disease. Pain in the chest, extreme fatigue, blood pressure high is the symptom of heart disease…

I learn prevent: stop smoking, more exercise, less portion, andcheck-up.”

“My project is diabetes. I didn’t know diabetes has 2 types, and how I prevent. But I know now. It’s good for me and my family.”

“I work on cancer. Breast cancer for women. I learn about prevent with healthy food and doctor’s check up.”

“This program opened my life about some disease…cholesterol,diabetes,bloodpressure,heartdisease,cancer.

Everything.”

Class Projects: Chronic Disease is a unit in the Queens Library Adult Learner Program’s Intermediate English for Your Health curriculum.

Adult LearnerESOL Program

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IntermediateENGLISH FOR YOUR HEALTH

8 & 9 • CLASS PROJECTS: CHRONIC DISEASES

Sessions 8 & 9Class Projects: Chronic Diseases

To the Teacher: Project-based learning has been shown to be an effective way ofcreating meaningful activities to promote learning. If you are not familiar with thetechnique, there is a helpful digest — Project-Based Learning for Adult EnglishLanguage Learners, by Donna Moss, Arlington (Va.) Education and EmploymentProgram (REEP), and Carol Van Duzer, National Center for ESL LiteracyEducation (December 1998) — at:

www.cal.org/caela/esl_resources/digests/ProjBase.html.

Chronic health conditions are those which people suffer from for an extendedperiod of time. Such illnesses can last for months or years, or may never fully goaway. Examples of chronic diseases:

1. DiabetesDiabetes is a disease in which the body cannot process sugar normally. Ahealthy person ingests, food which is then broken down into a simple sugarcalled glucose. Glucose is then transported to the cells with the help of ahormone called insulin. In a person with diabetes, this process is not executedproperly, which causes the sugar levels to be elevated. There are two types ofDiabetes: Type 1, in which an individual cannot produce insulin at all; andType 2, in which an individual’s body is producing insulin, but his or her cellsdo not respond to it.Why should we care?Diabetes is a rapidly increasing chronic health problem among adults, as wellas children, in the United States. According to the Centers for Disease Controland Prevention (CDC), it is currently the seventh leading cause of deathamong adults. It has very severe outcomes if it is left unmanaged, includingstroke, amputations, heart disease, kidney failure and blindness. Diabetes is a

condition that directlyaffects our studentpopulation in a very realway. The Asian, Hispanicand African-Americancommunities aredisproportionatelyaffected by diabetes,particularly in New YorkCity, as you can see fromthe chart at left.

Teacher Notes

Chronic Diseases& Illnesses

Source:http://home2.nyc.gov/html/

doh/html/pr2007/pr002-07.shtml


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2. Heart DiseaseHeart disease is a general term used for several conditions and illnesses thataffect the heart, including high blood pressure, coronary artery disease,heart attack and heart failure. As of 2007, heart disease was the leadingcause of death in the United States. It is another chronic condition thatdisproportionately affects minority populations. African-Americans, Asiansand Hispanics have the highest rates of heart disease in the United States. Thecauses of heart disease include genetic disposition (meaning, if you have afamily history of heart disease, your chances of acquiring it are greater). Otherrisk factors including obesity, smoking, diabetes and high blood pressure.Many steps can be taken to prevent heart disease, including maintaining ahealthy weight through diet control and exercise, lowering cholesterol levels,stress management, routine physical exams and getting tested for diabetes.

3. AsthmaAsthma is a chronic illness in which the walls of the airways to the lungs areinflamed, which can cause the airways to become restricted and makebreathing difficult. Asthma symptoms include wheezing, chest pain, restrictedbreathing and coughing. Certain environmental factors can trigger an asthmaattack, such as pollen, dust, mold and smoke. Asthma is a condition thatcannot be cured, but can be managed by medication and the use of an inhaler,as well as avoiding triggers such as those listed above. Children are affectedby asthma more than adults, and it is a significant problem in New York City.It is the leading cause of hospitalization for children under the age of 14, andis a common cause of poor school attendance. Asthma also disproportionatelyaffects populations living in low-income neighborhoods.

4. CancerCancer is a disease in which the cells in a certain part of the body growuncontrollably, and do not die like normal cells. Cancerous cells may clumptogether to form a tumor, and they can spread throughout the entire body.Cancer is a treatable illness, and early detection generally minimizescomplications in treatment and greatly increases an individual’s chance ofsurvival. Cancer currently affects more than one million Americans everyyear, and disproportionately affects the elderly — 77% of people with cancerare age 55 and older. Cancer is currently the second leading cause of death inthe United States, after heart disease.Certain cancers are more common than others. Among the most commontypes are lung cancer, breast cancer and colon cancer. Tobacco use is anextremely significant risk factor in developing cancer. It can contribute tocancer of the lungs, cervix, esophagus, mouth, larynx, kidney, bladder andpancreas. In fact, smoking causes one-third of all cancer-related deaths. Breastcancer and colon cancer are two highly preventable and treatable conditionsfor which screening tests are readily available. Breast cancer has some geneticlinks, since a woman with a family history of breast cancer has an elevated

Teacher Notes(continued)


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Objectives of theProjects

risk of contracting it. Routine breast exams and mammograms can greatlydiminish a woman’s risk of dying from breast cancer, and early detectionprevents thousands of cancer-related deaths per year. Colon cancer is the thirdmost common type of cancer. A colonoscopy can detect cancer or even polyps(abnormal growths in the colon) before they become cancerous.

To develop, enhance and showcase the learners’ understanding of specific chronicdiseases.

Sample brochures (asthma, breast cancer, diabetes, heart disease)Samples of video or PowerPoint projects, if appropriate.Background information for studentsProject materials, as appropriate: magazines, newspapers, poster board, markers,

still cameras, video camerasOptional: Internet accessWorksheet 8-9a (Our Class Project)

For the projects, choose one or more of the following formats, based on your senseof the learners’ needs and your comfort in working in these methods:• Poster• Role Play Dialogue• Brochure• TV or Radio Public Service AnnouncementSelect one or more topics from the list below for your learners to choose from:• Diabetes• Cancer• Asthma• Heart Disease

1. Tell your learners they will be creating a project about a specific disease orcondition. Write the list of topics you have selected on the board.

2. Divide the class into 3-5 students per group, depending on your class size. Youmay let learners choose groups freely; or assign groups with 2 more-advancedlearners and 3 not-so-advanced, for example, or another combination that isappropriate.

3. Let each group choose the topic(s) that they want to work on from the list on theboard. Each group should share their choice(s) with the class, and tell why itinterests them.

4. If you have choosen one format for all groups, show a model of that format. Ifyou have chosen several formats, write the choices on the board, and show amodel of each.

Materials Needed

Activity 1Preparation

Activity 2Introduction

Teacher Notes(continued)


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5. If you have chosen multiple formats, allow each group to decide which formatthey wish to use, and share their reasons with the class.

6. Remind learners that each one of them should contribute to the completion oftheir group’s project.

7. You may wish to have learners assign different roles to each participant, such aswho:

a. Facilitates the discussion.b. Writes the ideas down on paper.c. Brings needed materials such as pictures from magazines, copies of

articles, etc. (At least 2 members, or everyone in the group, mayparticipate.)

d. Puts the ideas together in the format the group has chosen.e. Presents the project to the class. This could be different individuals, if the

group so chooses.8. Hand out the background information worksheet (8-9a) and go over it with the

class. Explain that they should fill out this sheet before starting their project.9. Give each group reading materials for their project (ex., brochures on asthma,

breast cancer, heart disease or diabetes). Or, assist them in using the Internet orlibrary to find materials (preferred).

10.Monitor the class as they fill in their background sheets. When you feel theyhave sufficient information, ask them to start on the project, providing themwith appropriate materials.

(NOTE: This portion of the lesson should take 2 sessions.)


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Worksheet 8-9a – Our Class Project

Our Class Project

Group Members:_______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Name of Disease or Condition:____________________________________________________

1. Describe the condition:

2. What are the symptoms?

3. What are the risk factors?

4. Is there any way to prevent it?

5. What treatments are available?

6. Where can we get more information?

7. Other interesting information:


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10 • CLASS PROJECTS: PRESENTATIONS

Session 10Class Projects: Presentations

Markers, pens and chart paperIndex cards with names of diseases, screening tests, and medical specialists (for

optional Activity 1)Worksheets: 8-9a (Our Class Project), 10a (Project Summary and Feedback)

1. Hand out the Project Summary and Feedback worksheet (10a) and go over itwith the class.

2. Explain that as each group presents their project, the listeners should fillout the Summary and Feedback sheet.

3. After each group presents their project, allow listeners to share some of theirfeedback and summaries.

(NOTE: If your class has not presented any of the 4 pre-selected topics—heartdisease, cancer, diabetes or asthma—cover this information in small groups or asa class so that, when you are finished, they have written information on all thesetopics.)

Preventive Health and Chronic Diseases(NOTE: This is an optional activity that may be done if time permits.)Provide each student with an index card pre-printed with one of the following: adisease, a screening test, and a medical specialist (ex., Asthma, Mammogram,Cardiologist). The learners will then go around the room to find their 2 “partners”who have the specialist, disease, or screening test that corresponds to their owncard. The first group to find all 3 of their partners “wins.”(NOTE: An alternate method for this activity is to use the same cards, but set up a“matching concentration” game where students must pair up each card with its 2complimentary cards.)

Materials Needed

ProjectPresentations

ChronicDiseases

Activity 1Partners in

Health


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10 • CLASS PROJECTS: PRESENTATIONS

Disease Medical Specialist Screening Test

Heart Disease Cardiologist EKG, Chest X-ray,Blood Pressure

Asthma Pulmonologist, Pulmonary FunctionPrimary Care Provider Test (PFT)

Breast Cancer Oncologist Mammogram,Breast Biopsy

Prostate Cancer Oncologist, PSA Blood Test,Primary Care Provider Prostate Exam

Pulmonary Function TestLung Cancer Oncologist (PFT), Lung Biopsy,

Chest X-ray

Colon Cancer Oncologist Colonoscopy

Diabetes Endocrinologist, Blood TestPrimary Care Provider (for sugar level)

Osteoporosis Gynecologist (women), Bone Density TestPrimary Care Provider

Pre-PrintedIndex Cards

Administer the Preventive Health quiz. Check as a class.Assessment


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Worksheet 10a – Summary & Feedback for information: Judy Trupin [email protected]

Class Project Presentation

Project Summary and Feedback

Name of Project: ________________________________________________________

What are the symptoms?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What are the risk factors?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

How can we prevent it?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

One other new idea I learned:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

One new vocabulary word:________________________________________________

What I liked about this project:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

One question I have about this project:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

The Intermediate English for Your Health curriculum will be available for download later this year. The beginning curriculum is available now: www.qlhealthlit.blogspot.com or www.queenslibrary.org

For more information:Judy Trupin

Queens Library Adult Learner Program

Central Annex

91-14 Merrick Blvd

Jamaica, NY 11432

718-480-4300

jtrupin @ queenslibrary.org

www.queenslibrary.org

Documents

Project Based Learning for ESOL Health Literacy: TESOL Convention 2010