Instructional Plan and Oral Presentation Assignment 40 points · PDF fileInstructional Plan...

NUTR 381 Introduction to Nutrition Practice

Instructional Plan and Oral Presentation Assignment 40 points

Objectives The student will:

Gain experience in developing an instructional plan for a specified topic and audience utilizing the guidelines provided in class.

Demonstrate oral and written communication in presenting an educational session for a group and gain public speaking experience.

Gain experience presenting a nutrition topic to a group of participants and receive evaluative feedback from participants and perform self-evaluation.

Assignment 1. Select an audience for your presentation.

Ideas: Local Schools, Girl Scout Troop, Sports Teams, Child Care Center, Senior Center or Nursing Home, Food Service department, Health Club, Shelter, etc.

2. Choose a nutrition topic that interests you and which you have some knowledge about or wish to research. Ideas include: Healthy Eating, Herbs and Supplements, Food Safety, Food Allergies, Sports Nutrition, etc. Remember your topic needs to match the audience. Many times a specific group will ask for a specific topic to be presented, other times you may need to give options

3. Assess the needs of the group: Once you have selected your audience and topic, you will determine what their needs are by asking the person who has requested the presentation specifics about the audience (age, gender, cultural background, literacy level, prior nutrition education, etc). Also get the details about the space in which your class will be to be sure your activities can be done.

4. Complete the Planning Sheet and submit by: ___________________________ 5. Develop an instructional plan using on the Instructional Plan Template. Plan your class for at

least 30 minutes, however most will run for 45-60 minutes. 6. Peer-review – Swap draft IP’s with another student from class. Provide written feedback on the

question: Is the IP clear and detailed so your partner could use it to present the same class without you? What needs to change? Include this written feedback when you submit you project.

7. Present the class to the selected audience and obtain participant feedback. Prepare a written self-evaluation with recommendations for changes.

8. Share experience with Intro to Nutrition Practice class and instructor on designated class day. 9. SUBMIT IP along with completed and tallied evaluation forms, written self-evaluation

w/recommended changes, all educational resources, peer-review feedback. Inclusion of pictures from your presentation is strongly encouraged.

In this course, you are developing an instructional plan for a small group. In future courses you may develop an instructional plan for other purposes, such as, individual instruction or for an entire program. Differences in the format of these instructional plans should be expected and you will address these components with the instructor for that course.


INSTRUCTIONAL PLAN OUTLINE

Include all sections below using the IP Template

I. Identification A. Your name and date B. Name of organization/agency for whom the class is given C. Goal Statement – in general terms, explain the purpose or the presentation D. Title or topic of plan E. Audience – description of the learners; known skills and attitudes; learning situation;

room characteristics/setting; number of participants F. Time allotted

II. Performance Objective(s)

Precise statement(s) of what is to be learned (include the 3 types of objectives); specifies the learner’s behavior or degree of competence after instruction is complete.

III. Content, Sequence and Learning Activities Explain how the objectives are to be achieved and include all of the major instructional content and/or procedures. Included:

A. An introduction to capture attention and interest and explain the objectives. B. Preassessment – question to be asked or activity to identify learning level of the

participants. C. Key learning activities planned to achieve objective(s), including questions to be

asked, cooperative planning, demonstrations, illustration, games or group teaching strategies, projects, etc.

D. A definite plan to bring instruction to a meaningful conclusion, i.e., a summary or questions.

IV. Materials and Resources List of the resources to be used by the instructor and/or participants.

A. Research for instructional plan – list sources of information used. B. Materials needed for learning activities – handouts, supplies, food list, audio visual aids, etc.

V. Evaluation

A. Formal and Informal tools that the instructor will use to assess how well participants have achieved performance objectives. An example of a formal tool may include written pre and post tests. An example of an informal tool may include oral response from participants to questions about content.

B. Formal and Informal tools that the instructor will use to assess instructional

strengths and weaknesses and performance objectives.


In regard to instructional strengths, an example of a formal tool would include use of an evaluation form. The evaluation form will be used to assess teaching style, knowledge and abilities. Prepare an evaluation appropriate for your participants to fill out at the end of the session. Include questions about what they liked/disliked, learned, length of session, teaching style, etc. An example of an informal tool may include observation of facial expressions and interactions to determine if audience understands the presentation. Be sure to also evaluate your performance objectives and describe if they were met. For example, if your performance objective stated the following: At the end of the class, participants will identify the 6 out of 8 food sources rich in calcium on a given list. Then you need to evaluate and state if this objective was met.

C. AFTER THE CLASS: Summarize/tally the results of written and verbal feedback from

participants (also consider body language, especially if written tools were not used). In addition, complete a self-evaluation after the presentation describing recommended changes.


I. Identification

A. Presenter’s name and date Dianna Carpentieri

B. Name of organization/agency for whom the class is given

Group of friends, family members and/or acquaintances

C. Goal Statement To understand the benefits of a vegetarian diet and simple ways to decrease meat consumption

D. Title of Presentation Eat Your Vegetables

E. Audience – description of the learners; known skills and attitudes; learning situation; room characteristics/setting; number of participants

Six males and females ages 25-35 years old, with a basic knowledge of nutrition. All are non-vegetarians. Room characteristics/setting: Must have a working kitchen and large enough dining area to accommodate at least 6 people and presenter. Participants sit around a table and face presenter who is standing at the head of the table discussing brochure/poster.

F. Time allotted 60 minutes

VI. Performance Objectives Participants will:

1. Recognize menus that would be appropriate for specific types of vegetarian diets by correctly matching 4 out of the 6 vegetarian diets correctly when presented with corresponding menus.

2. Correctly identify 2 benefits (health and/or other) associated with a vegetarian diet, using the instructional brochure.

3. Rate the likelihood that participants would consider incorporating “Meatless Mondays” into their diet, selecting at least a rating of 5 on a scale of 1 to 10.

VII. Content, Sequence and Learning Activities

Introduction Thank everyone for coming to today. Explain that we will be learning about the different types of vegetarian diets, the

benefits of a vegetarian diet and simple ways to reduce meat consumption in your diet (if you choose to do so).

Do you know: - How meat is processed? We “process” (that is, grow and kill) nearly 10

billion animals a year, more than 15 percent of the world’s total. - Livestock production generates nearly a fifth of the world’s greenhouse

gases — more than transportation.

- How much meat is consumed in the United States? As of 2000, the average U.S. resident eats over 200 pounds of meat per year, with more than 8oz per day.

I know that many of you aren’t vegetarians, but hopefully after tonight’s presentation you will be able gain some insight or appreciation for some of the benefits of a vegetarian diet.


Pre-assessment

What do participants already know about vegetarian diets and the benefits of a vegetarian diet?

- Ask participants if they can explain the different types of vegetarian diets? - Briefly discuss what they know about vegetarianism. Ask questions such as:

What do you know about benefits of a vegetarian diet? Why do people conform to a vegetarian diet?

Key learning activities planned to achieve objective(s)

List Each Learning Objective Description of Activity Related to Each Objective

Objective 1: Recognize menus that would be appropriate for specific types of vegetarian diets by correctly matching 4 out of the 6 vegetarian diets correctly when presented with corresponding menus.

Before the presentation prepare three different vegetarian dishes. Allow participants to sample all of the dishes throughout the course of the presentation.

- Serve the first dish, which is a Carrot-orange-ginger soup with 7-grain bread and yogurt-butter for this presentation.

Pass out informational brochure and use it to fulfill the cognitive objective. Allow participants time to review the brochure and ask questions that they can find the answers to in the brochure:

- What is a Vegetarian? What is a Vegan? What is a Lacto-vegetarian? What is a Lacto-ovo-vegetarian? What is a Pescatarian? What is a Flexitarian?

After reviewing the brochure, describe 6 different menus and have each participant “vote” by holding up card with vegetarian diet written on it that they think correctly matches the menu that is described. After each participant has voted, reveal the correct answer and explain why. Keep a tally of how many participants correctly matched each menu to the corresponding vegetarian diet. The goal is for each participant to correctly match 4 out of 6 of the menus to the corresponding vegetarian diet.

Objective 2: Correctly identify 2 health/other benefits associated with a vegetarian diet, using the instructional brochure.

Pass out the main dish. For this presentation a Vegetable-Tofu Quinoa salad is the second dish. Further discuss the information in the brochure and review the various benefits of a vegetarian diet. - Discuss the various Health benefits associated with a vegetarian diet. Include how a plant based diet is low in saturated and trans fat, low in sodium and sugar; high in fiber, vitamins and minerals, antioxidants and phytochemicals. - Discuss the Environmental impact of raising livestock and poultry products versus fruits, vegetables and grains. Including how much more land, water and energy it takes to raise livestock versus plants. As well as the impact of meat production on fossil fuel emissions and global warming. - Point out that a plant based diet is more economical than a


diet based on meat. - Discuss the ethical issues associated with a diet of based on meat. Such as growth hormone use, cramped feed lots and cages, physical discomfort and illness. Pass out a piece of paper that says “List 2 benefits associated with a vegetarian diet” and pens to each participant to write down two benefits (health or other) of a vegetarian diet (without looking at the brochure). Collect pieces of paper and later tally results. The goal is for all participants to correctly write down 2 benefits associated with a vegetarian diet.

Objective 3: Rate the likelihood that participants would consider incorporating “Meatless Mondays” into their diet, selecting at least a rating of 5 on a scale of 1 to 10.

Discuss reasons to reduce meat intake in diet. Explain the different ways that the participants can reduce their meat consumption, if they choose to do so.

- Meatless Mondays - Become a Flexitarian - Only Buy Lean Meats - Balance Your Plate: Recommended serving sizes for

different types of meat. Pass out a piece of paper to each participant asking them to rate the likelihood that he/she would consider incorporating “Meatless Mondays” into their diet. Have each participant rate their answer according to a rating scale from 1 to 10, 1 being the least likely to 10 being most likely. Pass out information on how many servings of protein and serving sizes for different types of meat for participants to keep as a reference. As participants are filling out their response, serve dessert. For this presentation coconut ice cream with fresh fruit and toasted almonds is the third dish.

Conclusion Provide a brief summary of the benefits of a vegetarian diet and a diet low in meat consumption. Relate the presentation to their everyday life and reiterate easy ways to reduce meat consumption. Ask participants if they have any questions. Thank participants for coming.

VIII. Materials and Resources to be used by the instructor and/or participants


Research for instructional plan – list sources of information used.

Brochure Information: - http://www.vrg.org - http://www.mypyramid.gov - www.usda.gov - Walsh, B. (August, 2009). America’s Food Crisis and How to Fix It. Time

Magazine, 174(8), 31-37. - Drummord, K.E. & Brefere, L.M. (2010). Nutrition for Foodservice and Culinary

Professionals (7thed.). New Jersey: John Wiley & Sons. Brochure Images:

- Cow: www.worldwidehippies.com - Vegetables: www.crossfitoakland.com - Rabbit: www.animalsfromtheworld.blogspot.com - Strawberries: www.eatsmartagesmart.com - Hamburger:http://www.foodfacts.info/blog/uploaded_images/tall-

hamburger.jpg Handout Information:

- www.mypyramid.gov

Materials needed for learning activities: handouts, supplies, food list, audio visual aids, etc.

Materials:

7 brochures (1 for each participant) 2 small pieces of paper for each participant

- One for participants to “write which vegetarian diet matches each menu presented”

- One for “list 2 benefits associated with a vegetarian diet” 7 small pieces of paper with rating scale from 1 to 10 for participants to “rate the

likelihood that they would consider incorporating Meatless Mondays into diet” 7 Handouts with recommended daily intake of protein, with images of

appropriate serving sizes for various types of protein, including beef, pork, chicken and fish.

7 pens (1 for each participant) Three vegetarian dishes

- Carrot-orange-ginger soup with 7-grain bread and yogurt-butter - Tofu and vegetable quinoa Salad - Coconut ice cream with fresh fruit and toasted nuts

One medium sized basket or bowl (to collect small papers) 6 “menus”, each describing a different type of vegetarian diet. Scissors Stapler 7 bowls, plates, glasses, forks and spoons (1 for each participant) 1 butter knife Napkins Pitcher of water

V. Evaluation

http://www.vrg.org/

http://www.mypyramid.gov/

http://www.usda.gov/

http://www.worldwidehippies.com/

http://www.crossfitoakland.com/

http://www.animalsfromtheworld.blogspot.com/

http://www.eatsmartagesmart.com/

http://www.foodfacts.info/blog/uploaded_images/tall-hamburger.jpg

http://www.foodfacts.info/blog/uploaded_images/tall-hamburger.jpg

http://www.mypyramid.gov/


List the formal and informal tools to assess if participants achieved the performance objectives.

Verbally ask participants which vegetarian diet they matched to each vegetarian menu and tally results to meet first objective.

Collect and tally the results from the pieces of paper used for participants to write 2 benefits associated with a vegetarian diet.

Collect and tally the results from the pieces of paper used to rate the likelihood that participants would consider incorporating “Meatless Mondays” into their diet.

List the formal and informal tools the to assess instructional strengths & weaknesses

Provide an evaluation form at the end of the presentation/meal that will be filled out by each participant and returned to the presenter. Observe participants facial responses and body language throughout presentation. Listen to participant’s comments and questions pertaining to the presentation.

COMPLETE THIS SECTION AFTER YOUR PRESENTATION: Summary/Tally from evaluation tool and verbal feedback from participants:

When doing the pre-assessment, the majority of the participants were not aware of the different types of vegetarian diets, nor were they aware of the health risks associated with excessive consumption of meat. 86% (6 out of 7) of the participants were able to match the vegetarian diet correctly to each vegetarian

menu presented. 100% of the participants were able to list 2 benefits associated with a vegetarian diet. 86% (6 out of 7) of the participants rated the likelihood that they would incorporate “Meatless Mondays”

into their diet a “10 = very likely”. With 14% (1 out of 7) of the participants rated the likelihood that they would incorporate “Meatless Mondays” into their diet a “9 = highly likely”.

100% of the participants liked the style of teaching, especially the brochure, the incorporation of the meal and how interactive it was. None of the participants suggested any changes they would make about the presentation.

100% of the participants liked the length of the presentation, not too long or short. 100% of the participants felt that they gained a greater knowledge of the benefits of a vegetarian diet

and learned ways to decrease their meat consumption. 100% of the participants learned something from the presentation that they can use in their everyday

life.

List the degree to which each performance objective was met:

5 out of the 7 participants were able to correctly match all of the vegetarian diets to the corresponding menu with 100% accuracy. 2 out of the 7 participants incorrectly matched the vegan diet to the menu that corresponded to the vegetarian diet. 1 out of the 7 participants incorrectly matched the lacto-ovo vegetarian diet to the menu that corresponded with the lacto-vegetarian diet. I did not expect all of the participants to correctly match all of the vegetarian diets to the corresponding menu; I anticipated that most participants would get 4 out of 6 correct. All participants correctly matched at least 4 out of 6 vegetarian diets to the corresponding menu; therefore this performance objective was achieved.

Each participant was able to correctly list 2 benefits associated with a vegetarian diet. I expected each participant to list 2 benefits with 100% accuracy, this performance objective was achieved.


Based on the responses of the participants in rating the likelihood that they would incorporate “Meatless Mondays” into their diet, 86% (6 out of 7) of the participants rated the likelihood that they would incorporate “Meatless Mondays” into their diet a “10 = very likely”. With 14% (1 out of 7) of the participants rated the likelihood that they would incorporate “Meatless Mondays” into their diet a “9 = highly likely”. I expected that the majority of the participants would submit a rating of “5=maybe” for incorporating “Meatless Mondays” into their diet, this performance objective was achieved.

Self evaluation with recommended changes:

All of the participants were attentive and involved in the presentation and eager to learn about reasons how and why to decrease meat consumption. I was surprised with the overwhelming amount of questions that the participants had about the different vegetarian lifestyles, the benefits of vegetarian diets and about nutrition in general. If I were to do the presentation again, I would allow for more time to discuss personal questions from participants. There were some moments when it was difficult to keep some participants from asking personal questions about their own diet and nutrition practices and present all of my material. I just had to redirect them and let them know we could discuss questions in more detail at the end of the presentation. If I were to do this presentation again I might also have included more “meatless” options for participants to try, but for this group I did not want overwhelm them with all of the types of meatless options that exist for vegetarians today. I wanted to introduce them to the benefits of consuming less meat and easy ways to do so, along with some easy, not too “weird” food options. Perhaps I could do a follow-up presentation in the future for this group and introduce them to some of the alternative meat options for vegetarians. Also, the second performance objective may have been too easy, I should have asked participants to list 2 health benefits and 1 other benefit associated with a vegetarian diet as I originally planned. I was afraid that participants would be overwhelmed with this question as they all had minimal knowledge of vegetarianism in my pre-assessment. I would also make some changes to the brochure. In the brochure, under “Types of Vegetarian Diets” I would list the explanation for the Vegan diet first then the Vegetarian diet second. Listing them in increasing order from least animal product consumption to greatest, so as to avoid confusion with participants. Overall, I think that the presentation was a success! I received a lot of positive feedback from all participants after the presentation and continue to receive questions about diet, ways to consume less meat and general nutrition. I had a great time doing the presentation and am so happy to have provided nutrition education to friends and family members. It is exciting when you can share such important knowledge with those you care about and potentially help them achieve improved health and diet, or at the very least get them thinking about it. I think this is a great method of introducing various aspects of nutrition in a fun, interactive way.

Peer Evaluation by Bahaar Frost: Looks great! The instructional plan is written clearly and concisely, and I love how your presentation focuses around the amazing sounding 3-course meal that you have prepared; food is the first way to get the attention of your audience! I was wondering if you talk at all about the fake meats that are made, like the fake cold cuts, sausage, chicken, bacon (stripple) etc. Maybe suggesting these alternative to your meat-loving audience would help them slowly transition over to meatless? If having a completely meatless day scares them then maybe they can trick themselves into eating a fake meat meal. My only concern with this presentation is that it seems like you have so much information that it might be hard to squeeze it all in! Although if your audience will be occupied with eating, this will give you the stage to say what you need to say.

Instructional Evaluation Form


(give one form to each participant at the end of presentation)

What do you think??? Your opinion counts! Please answer the following questions…

What was your favorite part of today’s class?

If you were to change something about today’s presentation, what would it be?

Did you like the style of teaching? Explain.

Did you find the length of the presentation appropriate? Explain.

Do you feel that you have a greater knowledge of the benefits of a vegetarian diet and have

learned ways to decrease your meat consumption after today’s presentation?

Is there something that you learned today that you can use in your everyday life? Explain.

Additional Comments?

Thank You.


“Meatless Mondays” Activity Sheet

(cut off one for each participant to complete)

Please rate the likelihood that you would incorporate “Meatless Mondays” into your diet.

With 0 = Not likely at all and 10 =Very likely

0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10


Menu for Vegetarian Diet Matching Game

(Read each menu, one at a time, and allow participants to vote using Diet answer cards)

Menu #1

Low-fat vanilla yogurt with granola and fresh fruit

Menu #2

Fettuccini Alfredo with steamed broccoli and shrimp

Menu #3

Tofu and rice with vegetables and soy sauce

Menu #4

Asparagus, mushroom and parmesan quiche

Menu #5

Mixed greens salad with toasted almonds, mandarin

oranges and green onions, topped with honey-lime

vinaigrette

Menu #6

4th of July barbeque: Hamburger on whole wheat bun

with lettuce and tomato served with potato salad and

baked beans


Vegetarian Diet Answer Cards

(Cut out each diet and give one set of all 6 to each participant)

Vegetarian Vegan

Pescatarian

Flexitarian

Lacto-ovo-vegetarian

Lacto-vegetarian


Activity Sheet

(Give one piece of paper to each participant to complete)

List 2 Benefits associated with a Vegetarian Diet








Grading Form for Instructional Plan

Please submit this evaluation form to be used for grading your project. Identification name, organization, title, time 4 __ __ __ goal statement 4 __ __ __ audience description 5 __ __ __ Performance Objectives format (includes 3 types of objectives) 3 __ __ __ comprehensive 3 __ __ __ well written 2 __ __ __ Content, Sequence and Learning Activities introduction is interesting 2 __ __ __ preassessment is clear and appropriate to audience 2 __ __ __ learning activities: sufficient and appropriate detail 5 __ __ __ accurate information 5 __ __ __ originality 4 __ __ __ relate to performance objectives 5 __ __ __ appropriate level 5 __ __ __ content appropriate for time 4 __ __ __ mechanism for audience participation 4 __ __ __ Conclusion is interesting and positive 2 __ __ __ Material and Resources research resources described, referenced and appropriate 5 __ __ __ materials described or included and appropriate 8 __ __ __ Evaluation for performance objectives is clear and informative 5 __ __ __ for instructional strengths is clear and appropriate 5 __ __ __ recommended changes 10 __ __ __ Overall The IP is clear, complete and appropriate. Another

instructor can use it to present the same educational program

8 __ __ __

Total 100 __ __ __ Comments:

Instructional Plan and Oral Presentation Assignment 40 points · PDF fileInstructional Plan...

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