from telling to teaching danielle quigley, ms, rd, cdn nys department of health, division of...
TRANSCRIPT
From Telling to TeachingFrom Telling to TeachingDanielle Quigley, MS, RD, CDN
NYS Department of Health, Division of Nutrition
ObjectivesObjectives
Discuss strategies for enhancing nutrition education sessions using a dialogue approach
Tips for creating an environment that makes your participants feel safe and secure
Practice listening to and asking open questions
Tips for engaging your audience and increasing participant interaction
Teaching StylesTeaching Styles
•Telling Approach (traditional, old, boring)
Blah
Blah
Blah
Characteristics of the Characteristics of the “telling” approach“telling” approach
Follow the leader
Take it or leave it!
Tend to teach the way they like to be taught
Able to cover more information if they talk faster….we’ve all done it!
Dialogue approachDialogue approach
The dialogue approach combines the delivery of
new information with opportunities for learners to
DO something with it.
Characteristics of the Characteristics of the dialogue approachdialogue approach
Clients engage in dialogue
Opportunity for practicing new skills
Reflect on learning
Getting started….Getting started….
Think about this…..if company was coming to your home, what would you do to get ready?
Clean and organize the house Set the table nicely Put fresh flowers out Put a clean comforter in the guestroom Put something on the stove that smells
delightful
Setting the learning Setting the learning environmentenvironment
When a participant enters your training room, they should be given the same message as your guests…
“Welcome. I’ve been waiting for you.”
Characteristics of a positive Characteristics of a positive learning environmentlearning environment
Learners are greeted warmly as they arrive.
The work space is colorful and interesting.
The materials are ready when clients arrive.
The educator uses the power of positive suggestion.
Setting the tone…Setting the tone…
“We’re going to accomplish some really important things today. You will learn how to make mealtime fun and put smiles back on your children’s faces.” (positive suggestion)
VS.
“We’ve got a lot to cover today so let’s get started. I don’t want to waste any more time.”
Welcoming your clientsWelcoming your clients
Introduction
Description of training
Define expectations
Voice by choice
Five for ThrivingFive for Thriving
Five learning principles that will help you and your learners thrive!
RESPECTSAFETY
INCLUSION ENGAGEMENT
RELEVANCY
Activity #1Activity #1
Grab a partner!
In pairs, describe to each other a situation where you were the learner and any one of these principles was honored and made a BIG difference in how much you learned.
Time: 3 minutes
The Power of Open QuestionsThe Power of Open Questions
From Telling to Teaching relies equally on DOING and DIALOGUE (or doing and talking about it).
The fundamental building block that leads to “talking about it” is the OPEN QUESTION or PHRASE.
Open QuestionsOpen Questions
Has no set, correct answer (SAFETY).
Invites the learner to “dig a little deeper” into their own experiences.
Gives learners a chance to show YOU what they know and who THEY are.
Sample Open QuestionsSample Open Questions
Why was it so important to you? What kind of support did you get? Why were you so successful? What obstacles did you have to overcome? What have you done since then? Tell me about…. Describe for me… Who inspired you and how?
Activity #2Activity #2
Grab a new partner!
Think about an accomplishment in your life—great or small—something you feel really good about and don’t mind sharing with another person.
Time: 5 minutes
Elements of waiting Elements of waiting in dialoguein dialogue
Waiting for a response can be extremely uncomfortable, yet so worthwhile.
Participants are robbed from the learning experience when the answer is provided for them.
4 Elements of Waiting4 Elements of Waiting
Ask an open question
Wait at least 5 seconds
Use eye contact
Count (1 Mississippi, 2 Mississippi…)
Getting clients involved…Getting clients involved…
The word dialogue means “words between us.”
People remember new information when they DO something with it AND talk about.
What we remember…What we remember…
10% of what we hear
30% of what we see
50% when a demo is added
70% with a workshop exercise
90% by doing the real thing and talking about it
Simple ways of Simple ways of increasing participationincreasing participation
Partner interaction
Trio talks
Table chats
Benefits of using Benefits of using partnering interactionspartnering interactions
Allows participants to speak safely in a comfortable environment
Allows participants to make personal meaning of new information
Creates energy in the room
More benefits…..More benefits…..
Results in active engagement with new information (rather than just listening to it or seeing it)
Raises ALL voices, not just yours!
Is a valuable tool in groups of 2, 3 or 4!
Activity #3Activity #3
Think of our JSY lesson plans. With a partner, share a success story where you used any of these techniques discussed today.
(3 minutes)
How to format lesson plans How to format lesson plans to increase participationto increase participation
Four strategies:ANCHOR
ADD
APPLY
AWAY
What is ANCHOR?What is ANCHOR?
The lead into your lesson plan topic.
It sets the tone of your session and gets the client ready for learning.
Begin a workshop by going to your learners first—enter their world.
Using AnchorUsing Anchor
Use warm-up exercises that begin with the learners’ lives and is linked to the topic
Set initial safety within the group Use partnering activitiesRemember, there are NO wrong
answers.
What is ADD?What is ADD?
The second part of the lesson where nutrition information is provided.
Actual teaching occurs here.
Select your 3 most important messages.
ADDADDPut some SPICE into it for best
results!S=short (15 minutes MAX for speaking)P=pictures or charts, videoI=interesting (some fascinating facts)C=compelling (what’s in it for me?)E=easy, simple terms, down to earth
(at your clients level)
What is APPLY?What is APPLY?
“Let me do it!”
This is where your learners will apply or do something with the content or skill.
Can be as simple as a partner interaction or more complex such as producing something (preparing a recipe).
Example: Plan 3 healthy snacks for your children.
ApplyApply
Let them get their minds around it,their hearts in it,
and their hands on it!!!
What is AWAY?What is AWAY?
It is the bridge to the future.
This helps learners plan on how they will take the new info and use it in the future.
Great place to use partner
interactions.
Example: Thinking about the future, what is one idea you will definitely use for planning snacks for your children?
Using the 4 A’sUsing the 4 A’s
Incorporating the 4 A’s into your workshops will ensure your learners have:Anchored the topic in their own livesReceived some great new informationApplied the information through an
interesting taskPlanned to use the new information in
the future.
