1. Nutrition Counseling and Education Skills for Dietetics Professionals
6th Edition

2. Chapter 12 Implementing and Evaluating Learning

3. Objectives
Explain the advantages and disadvantages of various educational methods and techniques
Discuss the educational methods and techniques appropriate in the cognitive, affective, and psychomotor domains
Compile a task analysis
List the ways in which instruction can be organized and sequenced
Identify the purposes of an educational evaluation

4. Objectives (Con’t) Explain several types of evaluation
Prepare a lesson plan
Compare and contrast formative and summative evaluations, norm-referenced and criterion- referenced evaluations, and reliability and validity
Plan, implement, and evaluate an educational presentation for a specific target audience

5. “I hear and I forget,
I see and I remember,
I do and I understand.”
Confucius

6. 7 Steps to Effective Education (con’t from Chapter 11)
Step 4: Select methods, techniques, materials, resources
Step 5: Implement learning experiences (intervention)
Step 6: Evaluate progress & outcomes of leaning
Step 7: Document outcomes & results

7. Step 4: Select Methods/Techniques
Instructor plans, organizes, presents information
Each method has advantages & disadvantages

8. Lecture Method Useful with large numbers & limited time
But learner is passive, only listening
No guarantee of behavior change
Not suitable for all objectives

9. Discussion Method More active learner; more interesting
Smaller groups (10-15)
Seat in circle
More time consuming

10. Simulation Method Learning by doing
Ex: Scenarios, critical incidents, role playing
Requires critical thinking/problem solving
Connects theory and practice
Can be time consuming

11. Demonstration Method Demonstration by instructor Realistic
Give learner chance to practice

12. Visual & Audio-Assisted Instruction
Computer programs
Video conferencing
Videotape, DVD
Both visual & audio stimulation
An adjunct to learning

13. Step 5: Techniques/Methods for Three Domains of Learning
Cognitive
Affective
Psychomotor

14. Cognitive Domain Methods
Most methods are effective but most affective with mixed methods
- Lecture not effective at higher levels in the domain

15. Affective Domain Methods
Need learner involvement
Changing attitudes/values takes time
Guided discussion, inquiry learning, experiments
Solve problems, use audiovisuals
Model by observing others

16. Psychomotor Domain Methods
Need direct experience
Demonstration
Repeated practice over time
Coaching

17. Task Analysis: Job Related Tasks
Sequential list of steps in task
Put in writing
Used by trainer and trainee

18. Job Instruction Training System
Four step process
Training on the job
Preparation step
Presentation step
Performance step
Follow up step

19. Sequencing Instruction Promotes Learning
From general to specific
From specific to general
From familiar to unfamiliar
From simple to complex

20. Sequencing Instruction (con’t)
Base on logic
Base on frequency of use of information
Base on interest/concerns of learner

21. Step 6: Evaluation of Results
Evaluation: A systematic appraisal of the quality, effectiveness, and worth of an endeavor.
Compare quality/effectiveness to a standard
One forms value judgments

22. Measurement/Educational Assessment
The process of collecting and quantifying data in terms of numbers of the extent, degree, or capacity of people’s learning in knowledge, attitudes, skills, performance, behavioral change.
Evaluation is based on measurement

23. Testing A kind of measurement
Determines degree to which a person possesses certain attributes

24. Planning for Evaluation
Define objectives & outcomes
Design evaluation based on objectives
Choose what to evaluate
Decide how & when to collect data
Construct collection instrument

25. Planning for Evaluation (con’t)
Implement data collection
Analyze results
Report results
Set new course of action

26. Purposes of Evaluation
For determining effectiveness of program/training
For quality control
For planning and improvement
For justification

27. Purposes of Evaluation (con’t)
Identify strengths/areas to improve
Show accountability
Tells if learning objectives achieved
Helps rediagnose learning needs

28. Formative Evaluation Occurs before or during learning
Use focus groups, interviews, surveys
Helps diagnose problems/improvements
Allows revising plans early
Qualitative

29. Summative Evaluation Assess at the end of learning activity
Appraises results, outcomes, quality, worth
Judges effectiveness of learning
Quantitative

30. Norm-Referenced Method
Compares with group norm, typical performance
Used by schools
Less appropriate for adults

31. Criterion-Referenced Method
Compares with predefined, objective standards
Shows what learner can/cannot do
Assesses according to performance objectives
More diagnostic

32. Types of Evaluation/Outcomes
Select what to evaluate
May want to combine choices

33. Measure Participant Reaction to Program/Activities
A happiness index
Subjective judgments of value of what learned or approaches used

34. Measure Behavioral Change
In dietary behaviors/food choices/exercise
In employee performance
Has training transferred to the job?
More difficult to measure

35. Measure Organizational Results
Quality and/or quantity of work done
Benefits to company
Efficiency/productivity/employee morale
Dollar savings that result

36. Measure Learning – Cognitive, Affective, Psychomotor
Compare with performance objectives
Develop situations based on objectives
Attitudes/values difficult to measure

37. Measure Other Outcomes
Psychosocial outcomes
Physiological/biological measures
Eating behavioral change based on self reports
Environmental/organizational changes

38. Data Collection Techniques
Test
Questionnaires
Interviews and self-reports
Observation
Performance test and measures
Ratings and checklists

39. 1. Tests – Written & Oral Ex: multiple choice, essay
Measure cognitive domain
Written tests less appropriate for adults

40. 2. Questionnaires Assess attitudes & values
Assess cognitive objectives

41. 3. Interviews Assess cognitive & affective objectives
Preplan the questions in advance

42. 4. Visual Observation Define what to observe Use observation checklist
Good for psychomotor objectives

43. 5. Performance Tests Simulated or actual
Assess cognitive & psychomotor objectives

44. 6. Rating Scales/Checklists
Define all terms
Need to train evaluators

45. 7. Performance Measures
Individual or group measures

46. 8. Self-Reports/Self-Monitoring
May be distorted or inaccurate
Information may be missing

47. Validity of Measurements
Do we measure what we intend to?
Content-related validity
Construct-related validity
Criterion-related validity

48. Reliability Educational Outcomes
Consistency and accuracy over time

49. Lesson Plans Summary information about instruction
Pre-assessment/needs assessment
Performance objectives
Content outline (introduction, body, conclusion)
Sequence of content

50. Lesson Plans (con’t) Activities to reach objectives
Techniques/methods of instruction
Educational materials, visuals
Facilities; time allotted
Method to evaluate results/outcomes
References

51. Step 7: Documentation Mandated by JCAHO (Joint Commission)
In patient/client records
Document assessment, diagnosis, intervention, outcomes
Document in employee records

52. PES Approach to Documentation
Problem (specific nutrition diagnosis)
Etiology or cause
Signs/symptoms
Document nutrition assessment, nutrition diagnosis, nutrition intervention, monitoring and evaluation