before we start… download these 2 documents documents/w… · curriculum development – long...
TRANSCRIPT
8/12/2019
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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!
8/12/2019
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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 [email protected]
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.
.
209-953-6116
Mike [email protected]
916 449-5534
Julie [email protected]
916-445-7772
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Thank You!