1. Communicating the How A program level perspective

2. 2005 Health Literacy…More than Words on Paper Focus Effective adult learning methods Adult Learning Theory Learning styles Concrete strategies

3. 2005 Health Literacy…More than Words on Paper Introduction Adult Learning Principles Choice Theory

4. 2005 Health Literacy…More than Words on Paper Adult Learning Principles Involve adults in planning and implementing activities. “Education is most effective when it is…directed by learners themselves” Auerbach (1992) Use materials based on learner’s lives and experience.

5. 2005 Health Literacy…More than Words on Paper Adult Learning Principles (con’t) Create an environment that encourages and supports learning (trust, mutual respect, self- esteem enhancing, safe, nonjudgmental, etc.) Facilitate self-direction in learners so they can become proactive rather than reactive.

6. 2005 Health Literacy…More than Words on Paper Relationships Glasser (1998, 2000) asserts that without relationships, learning cannot easily take place.

7. 2005 Health Literacy…More than Words on Paper Choice Theory According to Choice Theory (Glasser, 1998), learning is a by-product of:  need-satisfying relationships  a positive environment  freely chosen, and  useful activities

8. 2005 Health Literacy…More than Words on Paper Building Relationships Connecting behaviours –Listening –Supporting –Encouraging –Respecting –Trusting –Accepting –Always negotiating disagreements Disconnecting behaviours -Criticizing-Blaming-Complaining-Nagging-Threatening-Punishing-Bribing

9. 2005 Health Literacy…More than Words on Paper Considering learning styles “Adults learn most productively when the facilitating mode matches their … preferred learning behaviours and styles.” (MacKeracher, 1998, p. 239)

10. 2005 Health Literacy…More than Words on Paper Learning Styles Auditory: learns through verbal instructions from others or self Visual: learns by seeing; watching Kinesthetic/Tactile: Learns by doing; direct involvement

11. 2005 Health Literacy…More than Words on Paper Learning Task: Making healthy decisions 1.Talk to the person next to you about one healthy change you have made in your life. Why did you make this change? Where and how did you learn about it? 2. Share your answers with your small group and find what your answers have in common 3. Choose someone to report your ‘common answers’ to the big group

12. 2005 Health Literacy…More than Words on Paper Health and Literacy and Barriers We reached ‘hard to reach’ families because we: Went to where they were Created a safe, positive environment (learner-centered approach) Were responsive to barriers (transportation, childcare and others that came up)

13. 2005 Health Literacy…More than Words on Paper Methods We employed a population health approach: Put resources (money, time & effort) into healthy eating and relationship building Modeled healthy lifestyles Kept class size small

14. 2005 Health Literacy…More than Words on Paper Peer Learning Empowerment: We gave learners an active part in developing their own learning content We let go of our own agenda We respected their informed decisions We established ourselves as learners

15. 2005 Health Literacy…More than Words on Paper Adapting to skill level Reading – read to, with or independently, putting written material on tape for listening Writing – dictation to independent

16. 2005 Health Literacy…More than Words on Paper Peer Leadership-Empowerment Model (Hohn, 2004, p. 6) Adult health teams of 5 – 10 people who work with a facilitator, teachers, community health organizations and health practitioners. Using teamwork and creative methods like drama, art and music, these teams used a peer learning approach to do a variety of activities, such as:

17. 2005 Health Literacy…More than Words on Paper Researching health information Teaching others about health Making and distributing health brochures Participating in or running health fairs Arranging for medical screening services at the program site Documenting and taking action around community health issues

18. 2005 Health Literacy…More than Words on Paper Empowerment Scale Practitioner CenteredLearner Centered Treatment info Prevention info Single modalMulti-modal Intervention (illness) Empowerment (wellness)

19. 2005 Health Literacy…More than Words on Paper Case Study: Helping learning happen Work in the small group at your table. 1. Choose an individual or group profile to work from (provided). Use the information you have received today to brainstorm how you could help that person(or group) learn what they want to learn. 2. Choose someone to report back to the big group.

20. 2005 Health Literacy…More than Words on Paper Adult Learning Theory Inductive work: an activity that connects learners with what they already know and with their unique context Input: an activity that invites them to examine new content (concepts, skills or attitudes)

21. 2005 Health Literacy…More than Words on Paper Implementation: an activity that allows learners to do something directly with that new content, somehow implementing it Integration: an activity that integrates this new learning into their lives

22. 2005 Health Literacy…More than Words on Paper Adult Learning Theory Wrap Up  Methods  Learning Styles  Adapting to Skills Level  Using the Four I’s

23. Nutrition Break

24. 2005 Health Literacy…More than Words on Paper Learning Task: How can health literacy be integrated into our daily work? 1. Talk to the person next to you. Describe one way you want to use today’s information in your daily work. 2. Discuss how can you make this a reality? 3. Share this with your small group

25. Questions and Final Comments Thank you

26. 2005 Health Literacy…More than Words on Paper IALS (International Adult Literacy Survey) Level 1 –22% of Canadians have serious difficulty dealing with printed materials and likely identify themselves as someone who has difficulties reading

27. 2005 Health Literacy…More than Words on Paper Level 2 –24 – 26% of Canadians can only deal with material that is simple and clearly laid out, and material in which the tasks are not too complex. They read, but not well.