Topic; School aged children( ages 4-10) learning to cook. Food safety in the kitchen.
staft, decision makers, and future learnErs.
Lesson Plans and Program Plans
A lesson plan is a written summary of information about a unit of in-
struction. It is prepared and used by the instructor. Various formats for
lesson plans are available, but the content is essentially the same. A lesson
plan is a blueprint that describes all aspects of instruction. It includes the
following20
Preassessment of the participants or needs assessment
The performance objectives identified
The content outline (introduction, body, conclusions) How the content will be sequenced
A description of the activities participants wil engage in to reach tne objectives
Instructional procedures (techniques and methods) Educational materials, visual aids, media, handouts, and equipmern Amount of time allotted or scheduled Facilities to be used
12/IMPLEMENTING AND EVALUATING LEARNING
.
Method of eva
comes, or other results
329 dof evaluating whether the learner reached the objectives, out
Once written, a lesson plan is a flexible guide to instruction that can be
time frame, such as a whole day or several days. The term “program plan-
References
used
On h many different individuals or groups. A series of lesson plans or
ctivities may be grouped into a larger unit of instruction covering a longer
T also used. A plan for a longer program would include essentially
she same components as a lesson plan, with the addition of the names
fsneakers or others responsible, and cost considerations. Sample lesson
plans are found in Boxes 12-2 and 12-3.
Target
audience: New wait staff
Obiective: When setting tables, wait staff will be able to handle dishes
and utensils in a sanitary manner.
I. Time allotted: 15 minutes
. Preassessment: Question new employees to determine what they already
know about sanitary dish and utensil handling.
V Content and sequence:
1. Wash hands. Handling of filatware by the handles.
2. Handling of cups by the base or handle and glassware by the base.
3. Handling plates and bowls on the edge without touching the food.
4. Use a tray.
.Ine hands and skin as major
sources of disease-causing
bacteria and
their transmission to food and utensils.
roper bussing of dishes to avoid
contamination
of the hands.
7. Hand washing.
VI. Learning activities:
Demonstration
and
discussion of proper
handling of dishes and uten-
SIIs when setting tables, serving food, and bussing
tables.
2. Discussion of hand washing.
Materials: Dishes, utensils, tray,
handout of important
points to
remember.
VII. aluation: Whether
during the a actual oractice;
continued
observation
of the
employee’s
per
Box 12-2 Sample Lesson Plan on
Sanitary
Dish
Handlin8
3. Actual practice by new wait staff.
ViI.
or not
dishes
and
utensils
were
handled
properly
Tormance on the job.
Target audience: Pregnant women
Objective: To be able to identify foods and quantities of foods that will.
the daily calcium needs for pregnancy and plan menus using these food s.
Time allotted: 30 minutes
Preassessment: Question audience about which foods contain calcit i
and how much of these foods should be eaten daily during pregnane
Determine any previous pregnancies and what was eaten.
IV.
cy.
V. Content and sequence:
1. Total daily calcium needs, with the important functions of calcium
during pregnancy.
2. Dairy foods as a source of calcium, with quantities of calcium in each
3. Other foods as good sources of calcium, with quantities of calcium.
4. Calcium sources for lactose-intolerant individuals.
5. Have audience suggest breakfast, lunch, dinner, and snacks that meet
the need for calcium.
6. Questions from the audience.
7. Have each person plan her own menu for tomorrow.
Learning activities: Group discussion of food sources of calcium. Show
actual foods and food models for portion sizes. Group planning of a day’s
menu followed by each individual planning, something appropriate for her
self for the next day’s menu.
VI.
VI. Materials: Actual food samples, food models, paper and pencils for menu
planning, chalkboard or flip chart for writing menus, handout with good
sources of calcium and the amount of calcium in each, including the daily
recommended intake for pregnancy, anda sample menu.
VIII. Evaluation: The menu planned by each individual. Discussion with indivi0
uals during their follow-up prenatal visits. n
o
t
e
laning Perform
ance Objectives
e
lo
p
in
g
P
e
a
n
in
g
perform
ance objectives
m
e
a
n
s
w
riting precise statem
en
ts
D
e
a
b
w
h
a
t w
ill b
e learn
ed
. They define the purpose o
f instruction and
ut w
h
at w
i
are helpful to
o
ls in p
lan
n
in
g
, im
plem
enting, and evaluating learning.
T
he e
d
u
c
a
to
r n
e
e
d
s
to
d
e
c
id
e
w
h
a
t is to
b
e
le
a
rn
e
d
b
e
fo
re
se
le
c
tin
g
th
e
im
al m
ethods, techniques, and tools to accom
plish
it. T
he term
n
e
rfo
rm
a
n
c
e
o
b
je
c
tiv
e
s
is u
se
d
in
th
is ch
ap
ter, b
u
t th
e ed
u
catio
n
al
lteratu
re a
lso
in
te
rc
h
a
n
g
e
a
b
ly
u
ses th
e
term
s “b
eh
av
io
ral” an
d
“m
ea-
su
ra
b
le
” o
b
je
c
tiv
e
s.
A
w
ell-stated p
erfo
rm
an
ce objective com
m
unicates the intended o
u
t
c
o
m
e
o
f in
stru
c
tio
n
fo
r th
e
learn
er.
It specifies th
e
d
esired
b
e
h
a
v
io
r
o
r
level o
f c
o
m
p
e
te
n
c
e
to
b
e
a
tta
in
e
d
after in
stru
c
tio
n
is com
plete. W
riting
perform
ance o
b
jectiv
es h
a
s
m
a
n
y
advantages. It re
su
lts in
less am
biguity
regarding w
h
a
t is to
b
e
le
a
rn
e
d
. A
lso, clear perform
ance objectives m
a
k
e
it
possible to
design a
n
d
im
p
lem
en
t in
stru
ctio
n
, se
le
c
t appropriate in
s
tru
c
tio
n
al m
a
te
ria
ls, a
n
d
a
s
s
e
s
s
o
r
e
v
a
lu
a
te
w
h
e
th
e
r o
r
n
o
t th
e
objectives
a
r
e
ach
iev
ed
. B
o
th
th
e
te
a
c
h
e
r a
n
d
th
e
le
a
rn
e
r b
e
n
e
fit fro
m
c
le
a
re
r in
s
tru
c
tio
n
s
.
W
h
e
n
p
eo
p
le k
n
o
w
w
h
a
t they a
r
e
su
p
p
o
sed
to
learn
, it d
o
e
s
n
o
t c
o
m
e
a
s
a
surprise. T
hey s
h
o
u
ld
n
o
t
b
e
kept guessing a
b
o
u
t w
h
a
t s
h
o
u
ld
b
e
le
a
rn
e
d
or ab
o
u
t w
h
a
t is im
p
o
rta
n
t.
O
b
jectiv
es s
h
o
u
ld
fo
c
u
s
o
n
th
e
p
e
r
s
o
n
learn
in
g
, n
o
t
o
n
th
e
e
d
u
c
a
to
p
r.
T
h
e follow
ing o
b
je
c
tiv
e
is p
o
o
rly
s
ta
te
d
: “T
h
e
d
ie
titia
n
w
ill te
a
c
h
th
e
c
lie
n
t
a
b
o
u
t h
is d
ie
t.”
N
o
te
th
a
t th
is s
t
a
t
e
m
e
n
t
fo
c
u
s
e
s
o
n
w
h
a
t th
e
p
ra
c
titio
n
e
r
w
ill d
o
a
n
d
n
o
t
o
n
w
h
a
t th
e
c
lie
n
t o
r
le
a
rn
e
r w
ill d
o
. T
h
e
fo
llo
w
in
g
is p
re
–
fe
rre
d
b
e
c
a
u
s
e
it fo
c
u
s
e
s
o
n
th
e
c
lie
n
t: ”
A
fte
r i
n
s
t
r
u
c
t
i
o
n
[w
hen], th
e
c
lie
n
t
w
h
o
w
ill b
e
a
b
le
to
p
lan
a
p
p
ro
p
ria
te
m
e
n
u
s
u
sin
g
th
e
s
o
d
i
u
m
–
r
e
s
t
r
i
c
t
e
d
diet as a reference [w
h
at.”
M
a
g
e
r w
r
o
t
e
o
n
e
o
f
th
e
m
o
s
t
u
s
e
f
u
l
g
u
id
e
s fo
r w
ritin
g
p
e
rfo
rm
a
n
c
e
o
b
je
c
iv
es.
A
k
ey
t
o
w
ritin
g
m
e
a
s
u
r
a
b
l
e
p
e
r
to
r
m
a
n
c
e
o
b
je
c
tiv
e
s is th
e
s
e
le
c
tio
n
O
n
e
s
h
o
u
l
d
c
r
e
a
t
e
a
n
e
n
v
i
r
o
n
m
e
n
t
c
o
n
d
u
c
iv
e
to
le
a
r
n
in
g
.
S
o
u
r
c
e
: U
S
D
e
p
a
r
t
m
e
n
t
o
f
A
g
r
ic
u
itu
r
e
.
282
3
/
E
D
U
C
A
T
I
O
N
S
K
I
L
L
S
o
f th
e v
erb
th
a
t d
e
s
c
rib
e
s
th
e
d
e
s
ir
e
d
o
u
tc
o
m
e
. S
o
m
e
the follow
ing objectives:
su
b
ject to
m
i
s
i
n
t
e
r
p
r
e
t
a
t
i
o
n
,
a
s
in
the
fo
llo
w
in
g
o
h
io
D
S
are
To
k
n
o
w
(is a
b
le
to
k
n
o
w
w
h
ic
h
f
o
o
d
s
c
o
n
ta
in
p
o
t
a
s
s
i
m
i
To u
n
d
e
rsta
n
d
(is a
b
le
to
u
n
d
e
r
s
t
a
n
d
th
a
t fo
o
d
s high in
sh
o
u
ld
b
e
c
o
n
s
u
m
e
d
daily w
h
e
n
c
e
r
ta
in
m
ed
icatio
n
s a
ra
S
iu
m
e
verbs are
otassium
To appreciate (is able to appreciate the im
portand
of follow
the
d
ie
ta
ry
in
s
tru
c
tio
n
s
)
It is n
o
t clear w
hen using ”
to
know
w
h
e
th
e
r
“know
ing”m
means that the
client w
ill p
u
rch
ase fo
o
d
s h
ig
h
in
p
o
tassiu
m
, b
e ab
le to
tell a frier
fo
o
d
s a
re
high in
potassium
, o
r
recognize th
e
m
o
n
a list. ”
IIn
d
h
derstandine
rticle
could m
ean being able to recall reasons, b
ein
g
ab
le to read ana
abo
it, o
r b
e
in
g
a
b
le
to
a
p
p
ly
k
n
o
w
le
d
g
e
to
o
n
e
‘s
o
w
n
situ
a
tio
n
. T
he mea
o
f “k
n
o
w
,” ”
u
n
d
e
rs
ta
n
d
,
a
n
d
”
a
p
p
re
c
ia
te
a
re
v
a
g
u
e
a
n
d
unclear
Instead, select verbs th
at d
escrib
e w
h
a
t th
e
p
erso
n
is able to
lo aftva
leam
ing has taken place. N
ote th
at th
e p
h
rase “after learning w
henl tha
individual [w
ho] is able to
[do w
h
a
t” is u
n
d
ersto
o
d
to precede the nhro
since o
n
e
is describing w
h
a
t th
e
person w
ill b
e capable o
f doing. Anothm
m
ethod involves starting w
ith
th
e actio
n
v
erb
. T
h
e first tw
o
examples a=
rew
ritten from
th
e unsatisfactory objectives in
th
e previous list. Better ved
to
u
s
e
a
re
sum
m
arized in
B
ox 11-1 an
d
incdude th
e following:
T
o
recall (is ab
le to n
a
m
e
five good food
s
o
u
rc
e
s
o
f potassium
)
To explain (is ab
le to
explain w
hy fo
o
d
s high
in potassium
should be
consum
ed)
To w
rite (is able to
list th
e groups in th
e U
SD
A
m
yPlate)
To com
pare (is ab
le to
com
pare th
e nutrient n
eed
s of a
n
adult w
om
au
w
ith those of a pregnant w
om
an)
To identify (is able to
identify
o
n
th
e m
e
n
u
th
o
se foods th
at are
perm
itted)
lo so
lv
e o
r u
s
e
(is able to
plan
m
e
n
u
s th
at include five servings
an
d
v
eg
etab
les daily)
o
f
fruits
lo dem
onstrate (is able to
dem
onstrate th
e
u
s
e
of th
e m
ixer or i
to
select low
-fat foods
a
t th
e grocery store)
b
le
To operate (is able to
slice m
eat o
n
th
e m
eat slicer)
M
ager noted that three characteristics im
prove w
ritten objecuvw
m
ance, (2) conditions, and (3) criterion. T
he “performance h
a
v
h
a
t the
learner w
ill b
e able to
do after a
n
instruction is given. T
h
e seco
istic describes under w
hat “conditions” the performance
is
be to
a “criterion
tells how
good the individual’s performance m
usbit
ceptable. Table 11-1 summarizes the three-part system
tor wit
C
a
u
r
F
i
n
a
l
l
b
e
t
o
b
e
i
Conditions and criterion m
ay n
o
t be included in all o ified, the
g
o
b
j
e
c
t
i
e
s
in
all objectiv ives. In: g
e
n
e
a
t
l
f
i
e
d
t
h
e
t
e
t
r
a
rt sy
stem
for w
ritin
detailed information is important. The m
o
re
re
that c
a
n
b
e speci
the objective and the m
ore likely that the learner w
ill learn w
a
learn w
h
at w
as pla
3
w
h
a
t
p
o
t
e
n
t
i
a
n
u
t
r
i
t
i
o
n
pro
h
a
s
o
b
s
e
r
v
e
d
a
n
d
g
ath
ered
?
C
A
SE A
N
A
L
A
L
Y
S
IS
tial nutrition problem
s do you think he m
ay have identified from
w
hat he
V
erbs to
U
s
e
D
iscuss
Prepare
A
nalyze
ApDly
Assem
ble
D
istinguish
Produce
E
valuate
R
ecall
Explain
ldentify
C
alcu
late
R
ecite
Recognize
R
ecom
m
end
Cite
Illustrate
Classify
Interpret
Repair
S
elect
C
om
pare
C
om
plete
L
ist
C
onstruct
M
easuree
Solve
C
ontrast
N
am
e
S
tate
D
efine
O
perate
S
um
m
arize
D
e
m
o
n
stra
te
P
lan
U
se
D
escribe
Practice
W
rite
Vague V
erbs to
A
void
A
ppreciate
F
eel
L
earn
B
elieve
G
rasp
L
ike
Com
prehend
H
ope
R
ealize
Discern
K
now
U
n
d
erstan
d
BOx 11-1
V
erbs D
escribing P
erform
ance
Part
C
lient E
xam
ple
E
m
ployee E
xam
ple
Q
uestion
Learner behavior
D
o w
hat?
M
e
a
su
re
s sa
n
itiz
e
r in a
P
la
n
s a
m
e
n
u
fo
r
b
u
c
k
e
t
a day
Conditions
G
iven a list of
W
hen clean
in
g
th
e w
ork
U
n
d
er w
h
a
t
a
re
a
c
o
n
d
itio
n
s?
p
e
rm
itte
d
fo
o
d
s
Criterion
U
sin
g
th
e
e
x
a
c
t
W
ith
n
o
e
r
r
o
r
s
H
o
w
w
ell?
c
o
n
c
e
n
tr
a
tio
n
re
c
o
m
m
e
n
d
e
d
P
e
rfo
rm
a
n
c
e
C
o
m
p
o
n
e
n
t
T
h
e p
e
rfo
rm
a
n
c
e
c
o
m
p
o
n
e
n
t o
f a
n
o
b
je
c
tiv
e
d
e
s
c
rib
e
s
th
e a
c
tiv
it.
in
d
iv
id
u
a
l w
ill b
e doing. T
h
e
p
e
rfo
rm
a
n
c
e
m
a
y
b
e v
isib
le o
r
inuis
the
o
v
e
r
t o
r
v
isib
le p
erfo
rm
an
ce m
a
y
b
e
s
e
e
n
o
r
h
e
a
rd
su
c
h
a
s
listine ro
A
n
explaining,
o
r
operating e
q
u
ip
m
e
n
t.
A
C
O
v
e
rt
o
r
in
v
isib
le
perform
requires th
at th
e
in
d
iv
id
u
a
l b
e a
sk
e
d
to
d
o
so
m
eth
in
g
v
isib
leo
r a
u
d
ie
d
e
te
rm
in
e
w
h
e
th
e
r th
e o
b
jectiv
e is s
a
tis
fie
d
a
n
d
learning has tak
en
ni
visible
o
r invisible. An
In invisible p
erfo
rm
an
ce, an
“in
d
icato
r b
eh
av
io
r” is a
d
d
e
d
to
th
e
jective:
Is ab
le to
identify th
e
parts o
f th
e
m
e
a
t s
lic
e
r
(o
n
a
diagram
o
r verball y)
Is a
b
le
to
plan
a day’s
m
e
n
u
b
a
s
e
d
o
n
th
e
U
S
D
A
m
y
P
late
id
en
tifv
in
g
is in
v
isib
le u
n
til th
e learn
er is ask
ed
to
id
en
tify
th
e p
arts. on
a d
iag
ram
o
r to recite th
em
v
erb
ally
, w
h
ich
are in
d
ic
a
to
r b
eh
av
io
rs. The
m
a
jo
r in
te
n
t o
r p
e
rfo
rm
a
n
c
e
s
h
o
u
ld
b
e
sta
te
d
u
s
in
g
a
n
a
c
tiv
e
v
erb
, an
d
an indicator sh
o
u
ld
b
e ad
d
ed
if th
e p
erfo
rm
an
ce can
n
o
t b
e seen o
r heard.
C
onditions C
o
m
p
o
n
en
t
O
n
ce th
e p
erfo
rm
an
ce is clearly
stated
, it m
a
y
b
e
n
ecessary
to
state w
h
eth
er
there are specific circum
stances o
r conditions u
n
d
er w
h
ich
th
e perform
ance
w
ill b
e observed. T
h
e co
n
d
itio
n
s d
escrib
e th
e
settin
g
, eq
u
ip
m
en
t, o
r aids
associated w
ith th
e behavior. W
ith
w
h
at resources w
ill th
e individual be
provided? W
h
at w
ill b
e w
ith
h
eld
? C
o
n
d
itio
n
s are in
p
aren
th
eses in the
follow
ing exam
ples:
(G
iven th
e d
isassem
b
led
p
arts of a m
e
a
t slicer) is ab
le to
reassem
b
le
th
e parts in co
rrect seq
u
en
ce.
(G
iv
en
a
stan
d
ard
m
enu) is ab
le to
calcu
late th
e
appropriate carbohy-
d
rate in th
e fo
o
d
s.
(G
iven
a
list of foods including b
o
th
good an
d
poor s
o
u
rc
e
s
of potasS
sium
) is able to
identify th
e good
so
u
rc
e
s.
(G
iven
a standard m
enu)
is ab
le to
select low
-sodium
fo
o
d
s for a com
–
plete day.
(W
ithout looking a
t th
e diet instruction form
)
is able to
describe
a
n
a
p
propriate dinner m
enu.
(W
ithout th
e assistance of th
e practitioner) is able to
explain the fo0ds
d
pregnant w
o
m
an
should e
a
t o
n
a daily basis.
A
lthough every objective m
ay n
o
t have conditions, there should be enoug”
inform
ation to
m
ake it clear exactly w
hat perform
ance is expected.
C
riterion C
om
ponent
A
criterion m
ay b
e added o
n
c
e
the end perform
ance and the condito
s, if
any, under w
hich it w
ill be observed a
re
described. T
he criterion desc
11/PLA
N
N
IN
G
LEA
RN
IN
G
285
a
le
v
e
L
vel o
f achievem
ent m
easuring h
o
w
w
ell th
e individual sh
o
u
ld
b
e
ab
le
D
erform
. P
ossible stan
d
ard
s fo
r m
easuring perform
ance in
clu
d
e speed,
t
o
aC
C
U
racy
, q
u
a
lity
, a
n
d
p
e
rc
e
n
ta
g
e
o
f c
o
rre
c
t a
n
s
w
e
rs
.2
A
tim
e
lim
it c
a
n
b
e
ased to
describe th
e
speed criterio
n
. T
h
e follow
ing
a
r
e
exam
ples:
.
Is ab
le to
se
t a
ta
b
le
(in 8
m
in
u
tes
o
r
less)
.
Is able to reassem
b
le th
e m
eat slicer (in 5 m
in
u
tes or less)
.
Is ab
le to
co
m
p
lete
a
d
ie
t history (in
2
0
m
inutes)
F
or o
b
jectiv
es th
a
t re
q
u
ire
th
e
d
e
v
e
lo
p
m
e
n
t o
f sk
ill o
v
er a p
erio
d
o
f tim
e, o
n
e
m
u
st d
e
te
rm
in
e
h
o
w
m
u
c
h
tim
e
is re
a
so
n
a
b
le
in
th
e
in
itia
l le
a
rn
in
g
p
e
rio
d
as o
p
p
o
se
d
to
th
e
u
m
e
w
h
e
n
th
e
sk
ill is w
e
ll d
e
v
e
lo
p
e
d
. A
n
e
w
e
m
p
lo
y
e
e
c
a
n
n
o
t b
e
e
x
p
e
c
te
d
to
p
e
rfo
rm
a ta
s
k
a
s ra
p
id
ly
a
s a
n
e
x
p
e
rie
n
c
e
d
p
e
rs
o
n
.
W
h
en
th
e
p
e
rso
n
is e
x
p
e
c
te
d
to
p
e
rfo
rm
w
ith
a d
e
g
re
e
o
f accu
racy
,
in
clu
d
e th
is in
th
e
o
b
je
c
tiv
e
. A
c
c
u
ra
c
y
s
h
o
u
ld
c
o
m
m
u
n
ic
a
te
h
o
w
w
ell
th
e p
erso
n
n
e
e
d
s to
p
e
rfo
rm
fo
r h
is o
r h
e
r p
e
rfo
rm
a
n
c
e
to
b
e
c
o
n
sid
e
re
d
co
m
p
eten
t. E
x
am
p
les in
clu
d
e th
e
fo
llo
w
in
g
:
Is a
b
le
to
s
e
t fiv
e ta
b
le
s
(w
ith
n
o
e
rro
rs)
I
s
a
b
le
to
id
en
tify
g
o
o
d
so
u
rc
e
s o
f p
o
ta
ssiu
m
(w
ith
8
0
%
accu
racy
), w
h
en
given a
list o
f fo
o
d
s in
clu
d
in
g
b
o
th
g
o
o
d
a
n
d
p
o
o
r so
u
rc
e
s
Is a
b
le
to
p
la
n
a
m
e
n
u
fo
r a
c
o
m
p
le
te
d
a
y
(w
ith
n
o
e
rro
rs) w
h
e
n
g
iv
en
a
copy o
f a so
d
iu
m
-restricted
d
iet
Is a
b
le
to
c
a
lc
u
la
te
th
e
c
a
rb
o
h
y
d
ra
te
in th
e
d
ia
b
e
tic
d
ie
t (w
ith
in
5 g)
P
erfo
rm
an
ce o
b
jectiv
es sh
o
u
ld
also
in
d
ic
a
te
a q
u
a
lity
in
d
ic
a
to
r to
assess
w
h
at c
o
n
stitu
te
s a
n
a
c
c
e
p
ta
b
le
p
e
rfo
rm
a
n
c
e
. It is easier to
c
o
m
m
u
n
ic
a
te
q
u
ality
w
h
e
n
o
b
jectiv
e sta
n
d
a
rd
s are av
ailab
le to
b
o
th
th
e
in
d
iv
id
u
a
l a
n
d
th
e p
ractitio
n
er. A
n
y
accep
tab
le d
e
v
ia
tio
n
fro
m
th
e
stan
d
ard
s c
a
n
th
e
n
b
e
d
eterm
in
ed
. T
h
e fo
llo
w
in
g
are ex
am
p
les o
f su
ch
stan
d
ard
s:
Is a
b
le
to
re
a
sse
m
b
le
th
e
m
e
a
t slic
e
r (a
c
c
o
rd
in
g
to
th
e
s
te
p
s
in th
e
ta
s
k
analysis)
Is ab
le to
m
e
a
su
re
th
e
a
m
o
u
n
t o
f sa
n
itiz
e
r (acco
rd
in
g
to
th
e
d
ire
c
tio
n
s
o
n
th
e
lab
el o
f th
e
container)
Is ab
le to
su
b
stitu
te
fo
o
d
s o
n
a d
iab
etic m
e
n
u
(u
sin
g
carb
o
h
y
d
rate
counting)
ab
le to
p
a
ss th
e
C
o
m
m
issio
n
o
n
D
ietetics R
eg
istratio
n
‘s cred
en
tialin
g
ex
am
in
atio
n
(by attain
in
g
a
t o
r ab
o
v
e th
e
s
e
t criterio
n
sco
re)
CASE ANALYSIS
4
A
n
e
o
r m
o
re o
f th
e
p
o
te
n
tia
l n
u
tritio
n
p
ro
b
le
m
s y
o
u
id
en
tified
in th
e
p
rio
r c
a
s
e
Using one
or m
o
analysis exercise, w
rite : a
p
e
rfo
rm
a
n
c
e
objective.
286
3
/
E
D
U
C
A
T
I
O
N
S
K
I
L
L
S
le when they inha
th
e
e
s
s
e
n
t
i
a
l
c
o
m
p
o
n
e
n
t
o
f
p
e
rto
rm
a
n
c
e
a
n
d
orm
ance an
d
option
cor
and quality.
c
o
n
d
itio
n
a
n
d
c
r
ite
r
io
n
to
c
la
rity
q
u
a
n
tity
a
n
d
a
P
e
r
f
o
r
m
a
n
c
e
o
b
j
e
c
t
i
v
e
s
a
r
e
clear a
n
d
m
e
a
s
u
ra
b
le
.
S
E
L
F
–
A
s
S
E
S
S
M
E
N
T
1
P
la
n
s
e
v
e
ra
l p
e
rfo
rm
a
n
c
e
o
b
je
c
tiv
e
s
fo
r c
lie
n
ts
o
r
e
m
p
l
o
v
e
e
c
in
clu
d
in
g
s
o
m
e
w
ith
c
o
n
d
i
t
i
o
n
s
a
n
d
c
r
ite
r
ia
.
D
om
ains o
f L
earn
in
g
Learning
c
a
n
b
e organized into dom
ains, taxonom
ies,
o
r classificati
objectives: (1) cognitive (know
ledge),. (2) affective (attitudes and nins o
system
s to focus o
n
p
recisio
n
in
w
ritin
g
. T
h
ere are th
ree basic d
o
io
values
and (3) psychom
otor (skills). E
ach is a hierarchy from
the s
com
plex. F
igure 11-1 sh
o
w
s th
e
ir in
te
rre
la
tio
n
sh
ip
.
C
ognitive D
om
ain
T
he cognitive dom
ain involves the acquisition an
d
utilization of knowledoe
o
r
inform
ation and the developm
ent o
f intellectual skills and abilities
taxonom
y of educational perform
ance objectives in the cognitive domain,
coG
N
ITIV
V
E
Knowledge
Inform
ation
AFFECTIVVE
PSY
C
H
O
M
O
TO
R
Attitudes
M
anual skills
Values
Perform
ance
Figure
11-1 T
h
e interrelationship of objectives. standard is used as a basis for the level of profici.
ency
required. Instead of comparing learnerS with each other. the instructor compares each individual . with
a predefined, objective standard of performance.
what the learner is expected to know or to be able
to do after instruction is complete. A criterion-ref.
erenced measurement ascertains the person’s statius
in respect to a defined objective or standard, and
test items, if tests are used, correspond to the objec.
tives. If the learner can perform what is called forin
the objective, he or she has been successful. If not.
criterion-referenced testing which tends to be more
diagnostic, indicates what the learner can and cannot
of
do, and more learning can be planned.
Some instructors may believe that a test should
Educational outcomes should be not be too easy, but the degree of difficulty of a test
may not be as important as whether a person can
perform. The instructor may believe that some of
the questions have to be difficult so that a spread of
scores is produced to separate the brightest from the
rest, the As from the Bs and Cs. Some tests are developed with the intent that not everyone will be successful and variation in individual scores is
expected. Students are graded in a norm-referenced manner by comparison with other individuals on the same measuring device or with the nom of the group. A norm-referenced instrument indicates, for example, whether the individual’s performance falls into the 50th percentile or the 9Oth per-centile in relation to the group norm. This method is not as appropnate
assessed.
Source: CDC Amanda Mills.
for affective and psychomotor objectives. With criterion-referenced evaluation, everyone can do well by attainins a minimum standard. Instruction has been successful when learners reach a defined level of expertise. The registration examinations for dietitians and for dietetic technicians are examples of criterion-referenced tests. Formative evaluation is almost always criterion-referenced. The instru tor wants to know who is having trouble learning, not where they rank compared with ohers. Summative evaluation may be either norm- Ot criterion-referenced.27
Types of Evaluation and Outcomes
After considering the purpose (why) and timing (when) of evaluation the educator should resolve the question of what to evaluate. se types of evaluation can be used in measuring effectiveness. These are measurement of participant (client, employee) reactions to progra ms;
318
(2) measuremcnt of behavioral change: (3) measurement of results in
Partica cipant Reaction to Programs
what should be evaluated. Were participants pleased and satisfied with the
NLUAING LEARNING
319
ation; (4) evaluation of learning in the cognitive, affective, and ps
an
sychomotor domains; and (5) evaluation of other outcomes. The
in
know aledee, attitudes or beliels, change in behavior, and other measures.
tion of health education is usually focused on one or more types:
The first type of evaluation deals with participant (employee, client) re-actions to educational programs and whether or not they are favorable oferences may vary by age ot the partiCipants, cultural or ethnic group, nder, socioeconomiC status, and other variables. You need to decide
ram., subject nmatter, content, materials, speakers, room arrangements, physical facilities, and learning activities? When a program, meetingg or class is evaluated, the purpose is to improve decisions concerning its various
SDects, to see how the parts fit the whole, or to make program changes. asp
The quality of learning elements, such as objectives, techniques, ma-
terials, and learning outcomes, may also be included. Hedonistic scales
or happiness indexes, such as smiley faces or numerical scales, have been
used to determine the degree to which participants “liked” various aspects.
Although these judgments are subjective, they are not useless, since learners
who dislike elements of a program may not be learning.
Behavioral Change
A second type of evaluation is the measurement of change in behavior. Did
employee or client behavior or habits change based on the learning? In mea-
suring behavior, the focus is on what the person does. In employee training
for example, you may assess changes in job behaviors to see whether transfer
of training to the job has occurred. Continual quality improvement has
influenced the need for this type of evaluation. It is necessary to know what
the job performance was before training and to decide who will observe or
dSsess changed performance-the supervisor, peers, or the individual. This
ype or assessment is more difficult to measure and can be done selectively.
he ultimate criterion for effectiveness of nutrition education is not
erely the improvement in knowledge of what to eat, but also changes
ndietary behaviors and practices as the individual develops better tood
nabits. Is the person consuming more fruits and vegetables, tor examples
ce changes are difficult to confirm and often depend on direct obser-
,Which is time-consuming; on self-reports; and on indirect outcome
dsures, such as weight gained or lost in a person on a weight reduction
t,reduction in blood pressure in hypertensive persons, or better controt
of blood sugars in diabetes mellitus.
320 /EDU
zation.
Professionals involved with employee training gather a third
ositively ben
Organizational Results
type of the organ
evaluative data to justify the time and expense to the OrpaPe
fit the
of
Management may want to know how training will positivelv alion
ms of the follov
organization in relation to the cost. Results in terms of the ft
mora
the
improved efficiency or productivity, improved quality of worle,
work
aspects may be attributed, at least in part, to training: improved mang
better
customer satisfaction, less employee turnover, tewer accidents ar.
ber of er’s compensation claims, better attendance, dollar savings, numho.
employee errors, number of grievances, amount of overtime, and the l. ke.
Did changing employees’ behavior on the job improve businesS resulhe
If not, it is not useful.
Learning
Whether learning has taken place is a separate question, even if the pro-
gram rated highly on entertainment value. The learning of principles, facts,
attitudes, values, and skills should be evaluated on an objective basis, and
this task is more complex. If the learning objectives are written in terms
of measurable performance, they serve as the source of the evaluation. To
what degree were the objectives achieved by the learner
Whether a person has succeeded in learning can be determined by de-
veloping situations, or test items, based on the objectives of instruction. A
program is ineffective if it has not achieved its objectives. It is important for the test items to match the objectives in performance and conditions
discussed in Chapter 11. If they do not match the objectives, it is not
possible to assess whether instruction was successful, that is, whether the
learner learned what was intended.
Mager pointed out that several obstacles must be overcome to assess the results of instruction successfully. Some obstacles are caused by poony written objectives, whereas others result from attitudes and beliets on tne
part of instructors who use inappropriate test items. One of the problems in evaluation results from inadequately write objectives. If the performance is not stated, if conditions are omitted, an if the criterion is missing, it will be difficult to create a test situation.” these deficiencies are discovered, the first step is to rewrite the objecu Mager suggested a series of steps to select appropriate test items 1. Note the performance (what the person will be able to say or do) sa
in the objective. Match the performance and conditions of the test hose of the obiectivpeormance and c say or do) stated
to those of the objective.
2. Check whether the performance is a main intent or an indicator. It performance is the main intent, determine whether it is covert (invi>
or overt (visible, audible). ible)
12/IMPLEMENTING AND EVALUATING LEARNING 321
nerformance is covert, such as solving a problem, check for an
3. If the perfor
indicator behavior, a visible or audible activity by which the performance
can be inferred.
Test for the overt indicator in objectives containing one rather than the
4.
main performance.
aso Arst step is to see whether the performance specified in the test item
t the same as that specified in the objective. If they do not match, the test
been
accomplished. If the objective states that the performance is “to plan item
must be revised, since it will not indicate whether the objective has
low-fat
menus” or “t operate the dish machine,” for example, the test
hald involve planning menus or operating the dish machine. It would be
or to label the parts of the dish machine on a diagram.
In addition to matching performance, the test should use the same
specific circumstances or conditions that are specified in the objective.
inappropriate
to ask the learner to discuss the principles of writing menus
EXAMPLE (Given the disassembled parts of the meat slicer) is able
to reassemble the parts in correct sequence.
The conditions are “given the disassembled parts of the meat slicer.”
The practitioner should provide a disassembled machine and ask the em-
ployee to reassemble it. An inappropriate test would be to ask the learner
to list the steps in reassembling the meat slicer or to discuss the safety
precautions to be taken.
If the learner must perform under a range of conditions, you may need
to test performance using the entire range. Ifa client eats at home and in
restaurants, the dietetics professional must determine whether the person
1s capable of following the dietary changes in both environments. If stu-
dents are learning to take a diet history, they should be taught to handle
the range of conditions, including people of different ages,
socioeconomic
evels, and cultural groups. Not every condition will be taught and testea,
ne common conditions that the individual will encounter should be
included in the objectives and in testing.
he main intent of an obijective may be stated clearly or it may be
mplied. The main intent is the performance, whereas an indicator 1s an
acuvity (visible, audible) through which the main intent is inferred:
EXAMPLE (Given a copy of a sodium-restricted diet) is able to pilan a
menu for a complete day.
822 3/EDUCATION SKILLS
n foods per
mitted and omitted on the diet, and the indicator is the ability
what
per
is
not if accurate sodium-restricted menus are planned Test for
prove that the
In this example, the main intent is to discriminate between.
to plan
. Test for thei menus. You can infer that the client knows what i is permitted and plan
ndicator
in objectives that contain one. This, of course, does not
ities, Covert actions are not visible, but are internal or mental activis:
Chapter 11, and
person will change eating behaviors.
Such
as solving problems or identifying. Ifthe pertormance is covert, an Such
ndicator should have been added to the objective, as explainedi in Chapter 1dlor
the indicator should be test
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Powerpoint presentation using speaker notes
Scenario
Healthy Dynamics have been around for 25 years and has a company-wide strategy in place, but the old strategy has proven to be ineffective of late in generating new ideas and revenue streams. The current plan provides wellness strategies for their clients and a commitment from the staff of Healthy Dynamics to deliver high quality, effective customer service and comprehensive wellness strategies. Currently Healthy Dynamics offer its clients the following wellness program components: smoking cessation, health risk assessment, biometric screening, nutrition education, cooking demonstration, and chronic disease prevention education.
The company is considering either a merger or acquisition to prevent bankruptcy. Both options will result in layoffs, and your department will be affected with an anticipated 80% reduction in staff. You have been assigned to produce a strategic planning model to prevent either of these possibilities. Should Healthy Dynamics take a leap and dive into other healthcare services, such as medical equipment and digital health, or add new components to their wellness program offerings to make it more comprehensive for their clients? Your first steps are to figure out where you think the company should go (vision), what you are hoping to achieve (mission), and then identify how you will move forward (objectives).
Instructions
Compile a PowerPoint presentation using speaker notes that includes:
A well-defined vision and mission statements that advances your winning idea to increase revenue for the future and drive business success
3-4 Strategic Objectives (What action will you take to achieve the vision and mission?)
Follow the Verb + Adjective + Noun format
Create strategic objective statements. How will you achieve each objective explaining the objectives intent and meaning? (2-3 sentences each)
A PowerPoint presenting a minimum of 5-6 slides (excluding title and reference slides) that include speaker notes.
Your assignment should include a title page, a reference page, and a minimum of three scholarly sources, two of which must be retrieved from the Rasmussen Library.
Please follow Rubric below
A – 4 – Mastery
Provided clear and well-crafted vision and mission statements.
A – 4 – Mastery
Provided three to four well-crafted strategic objectives; followed the verb plus adjective plus noun format.
A – 4 – Mastery
Created clear and well-crafted strategic objective statements.
A – 4 – Mastery
Used in-depth speaker notes on most slides in the presentation.
A – 4 – Mastery
Used three or more relevant and credible sources in the presentation.