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Weaving Nutrition Education into Teacher’s Instructional Planning

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Instructional Planning Weaving Nutrition Education into Teacher s Instructional Planning Presented by: Valerie Parsons, M.A., M.Ed. And Lizett Olivares, R.D. – PowerPoint PPT presentation

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Title: Weaving Nutrition Education into Teacher’s Instructional Planning


1
Instructional Planning
  • Weaving Nutrition Education into Teachers
    Instructional Planning

Presented by Valerie Parsons, M.A., M.Ed. And
Lizett Olivares, R.D.
Monrovia Unified School District
2
The changes in todays classroom
3
Single Subject
  • Teachers work in a bubble in charge of their
    own planning, teaching, and evaluation.
  • Interdisciplinary or thematic instruction is
    possible. However, it tends to be infrequent and
    considered extra to the regular curriculum.
  • Tested subjects are the focus October May and
    other subjects (Art, Music, Nutrition, etc.)
    are the focus in June and September.

4
Single Subject Lesson Examples
  • Dairy Council Lessons
  • The Childrens Power Play Campaign
  • Harvest of the Month (HOTM)
  • Monrovias Cooking-in-the Classroom Lessons
  • The Daily Nibble
  • And many others

5
Ideal vs. Reality
  • Reality-- Just as health standards came out,
    budget cuts started to happen.
  • The ideal is to teach nutrition as a single
    subject.
  • In todays circumstances, integration seems to be
    the most effective way to ensure nutrition
    education is taught.
  • Integration teaches nutrition through core
    subjects.
  • Single-Subject Nutrition Education is fairly easy
    for teachers if they can find the time.
  • Integration is challenging and is where the focus
    of Professional Development can developed.

6
Continuum of Integration
Messaging Interdisciplinary
Integrated Adapted from Brazee
Capelluti (1995), Dissolving Boundaries Toward
an Integrative Curriculum.
Single Subject Nutrition Education?
7
Nutrition Messaging
Level 1
  • Nutrition messages are consistently incorporated
    into core curriculum.
  • These messages are not skills-based.
  • These messages may or may not meet Health
    Standard 1 Essential Concepts.
  • The goal is to send consistent nutrition messages
    throughout the school year
  • Begins to build a healthy culture.

8
                                                
       Share this book
9
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10
Improving the School Culture
  • Begins with collective conversations that create
    shared understandings.
  • This dialogue is a reflective learning process in
    which group members seek to understand each
    others viewpoints and deeply held assumptions.
  • Dialogue leads to collective meaning and these
    shared understandings become the basis of shared
    missions, visions, values, and goals.
  • Garmston Wellman, The Adaptive School

11
How can you make this lesson Level 1?
  • Core Standards Integrated
  • Math Problem solving and algebra (mean, median,
    mode)
  • Science Experimentation/process skills of
    observing, measuring, hypothesis, predicting,
    etc.
  • Writing Introductory paragraphs
  • Technology skills

12
Life Savers Excel Spreadsheet Project
  • Which flavor of Life Savers candy will last the
    longest?
  • The entire 4th grade at John F. Pattie Elementary
    School ate Life Savers for 2 months to find out!
  • The experiment involved eating Life Savers while
    being timed, graphing the data in Microsoft
    Excel, and then publishing their results.

13
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14
Sean Kellyns Lifesaver Graphs   
  • Hi , I'm Sean and this is Kellyn. I like
    Legos, K'nex, video games, and soccer. Kellyn
    likes soccer, to collect dolls, basketball and
    writing. We are doing a lifesaver test to see how
    long a lifesaver takes to melt in our mouths.
    After it melted in our mouths we recorded it and
    put it in graphs on the computer. Red lasted the
    longest in our mouths. We hope you liked our
    graphs.

15
Reflection on Messaging
  • Do you think using Life Saver candy made students
    want to eat them more?
  • How could you make this lesson have a healthy
    nutrition message?
  • Do you think your teachers are consistently
    incorporating nutrition messages into the school
    day?

16
Continuum of Integration
Messaging Interdisciplinary
Integrated Adapted from Brazee
Capelluti (1995), Dissolving Boundaries Toward
an Integrative Curriculum.
17
Interdisciplinary
Level 2
  • Most common approach to integration.
  • It includes one health standard (2-8) integrated
    with one core standard
  • Often, integration occurs through a major event
    or unit.
  • A grade level might create a Math Night with a
    nutrition component.
  • A nutrition theme-based unit with nutrition
    integrating one subject area.
  • Multiple subjects may contribute but through a
    parallel approach.
  • At first, it may still seem to be an add-on,
    but eventually is seen as a way to make core
    curriculum more meaningful.

18
Interdisciplinary Level 2
Describe one or two ways interdisciplinary
integration is different than messaging.
19
Data Snacks Lesson
  • Read over the Data Snacks lesson.
  • As a group, rate its effectiveness as a
    nutrition education lesson on a scale of 1 to 5.

20
Interdisciplinary Integration
  • As a group, choose one Health Standard to focus
    on in this lesson and then develop a nutrition
    education activity.
  • A few tables will share their ideas.

21
Continuum of Integration
Messaging Interdisciplinary
Integrated Adapted from Brazee
Capelluti (1995), Dissolving Boundaries Toward
an Integrative Curriculum.
22
Working Towards Full Integration
  • Level 3 is a process and can always be improved
    by integrating more core subjects.
  • Cooperative planning between teachers
  • Requires effective instruction to be successful.
  • Use effective teachers to model for others.

23
Full Integration
Level 3
  • Take a step beyond the previous level by
    incorporating a Health Standard, Nutrition
    Competency, HOTM and a Nutrition Message into
    more than one content area.
  • All Health Standards are addressed at some point
    during the year.
  • Cooperative planning between teachers is a must
    to make this approach to curriculum powerful and
    practical.
  • No artificial division of knowledge into the
    subject areas.
  • Here, integration is not an add-on to the
    regular curriculum instead nutrition education is
    the vehicle in which to teach core subjects.

24
Think-Pair-Share
  • Think What level of nutrition education do you
    think a majority of your teachers are at?
  • Pair Share the level of your teachers.
  • Share Wait for the signal and by a show of
    hands, indicate what level your teachers are at.

25
Keeping the message consistent
  • How do we remind teachers to incorporate
    nutrition messages throughout the entire year?

Pacing Guides!
26
Components of Lesson Design
Instruction
Curriculum
Standards
Assessment
27
Alignment
Pacing
Instruction
Curriculum
Standards
Assessment
Mapping
28
What is Curriculum Alignment?
  • Curriculum alignment refers to the process of
    interpreting standards, then developing learning
    objectives that are directly targeted to the
    standards.

29
What are Pacing Guides?
  • A planning tool that helps teachers chart the
    timing of their instruction so that all tested
    topics are taught prior to the administration of
    the state test.

30
Diving Deeper into Pacing Guides
  • There is no single format for a pacing guide.
  • Usually involves multiple levels of
    collaboration.
  • Textbooks often have pacing guides.
  • Other names

31
HOTM Rotation for 2010-2011 School Year Used for
development of HOTM Support Materials Compiled by
Southern California
32
Scan and insert HOTM Overview
33
A Pacing Guide is an outline of
the Intended curriculum
Curriculum Mapping is an outline of
the Implemented curriculum
34
Physical Activity Break
35
Nutrition Integration Flow Map
Find a Content Standard to Integrate.
36
Application
  • Each table will be assigned 1 of the 8 Health
    Standards (CHECS).
  • Become familiar with the Nutrition Competencies
    in 4th grade for your assigned Health Standard.
  • As a group, design a lesson that integrates (20
    minutes)
  • HOTM
  • Assigned CHECS
  • Correlating Nutrition Competency
  • One Core Standard (Focus on March, April and May)
  • Using chart paper to highlight the integrated
    components, each group will have 1 minute to
    present their lesson idea.
  • During the presentations, take notes! By the
    end, you will have all 8 Health Standards
    integrated into the 4th grade Core Standards!

37
Action Steps to Implementation
  • Determine what level your district is at now.
  • What level will you strive towards next?
  • Use your completed 4th grade Pacing Guide as an
    example for teachers, curriculum coordinators and
    other partners
  • Nutrition Educators can use it to remind teachers
    of how to integrate specific health standards on
    a monthly basis.

38
HOW????
  • How do we get teachers to incorporate nutrition
    education into their pacing guides?

Its all about the Process!
39
Integrating Nutrition into Pacing Guides
  • Getting Started
  • Year One
  • Year Two
  • Year Three

40
In Closing.
  • Questions
  • Comments
  • Review

41
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42
At a Glance
  • Summer Institute is a four day workshop that
    provides resources, training, and technical
    assistance to teachers in order to enhance the
    quality of nutrition education they provide in
    their classrooms and beyond

43
Planning Teacher Trainings
  • Consider year long approach
  • Assess your teachers
  • Be selective about the timing of your trainings
  • Less is more
  • Determine follow-up plan and timeline

44
Planning Summer Institute
  • Considered revising the MUSD Pacing Guides with
    CHECS
  • Decided to narrow our focus to 2-3 CHECS and
    model them effectively
  • Allowed teachers time to reflect, plan, and
    deliver
  • Group teacher presentations

45
Day One
Guest Speaker Dipa Shaw Patel
Monrovia USD Teachers Prek -8 grade
46
Day One cont...
47
Day Two
Healthy Halloween Celebrations
48
Day Two cont
A Closer Look at CHECS
49
Effective Modeling
  • Few teachers have the opportunity to observe
    other teachers in action.
  • It is crucial to demonstrate nutrition education
    activities in order for teachers to deliver
    lessons effectively.
  • Avoid handing curriculum, resources, etc. to
    teachers without coaching them with what you
    envision.

50
HOTM Resources
51
Pumpkin HOTM Lesson
  • Refer to your MUSD Nutrition education flow map
    on Pumpkins.
  • HOTM Tasting Trio DEMO.
  • 15-20 minutes max
  • Concise
  • Integrated
  • realistic resources
  • FUN!!

52
Day Three Highlights
  • Rethink Your Drink
  • Teachers view modeling of the four lesson tool
    kit provided by LA Collab.
  • Math concepts will be integrated with all lessons
    for lower and upper grades
  • Pacing Guide Revisions
  • Teachers will work in grade-level groups to
    revise pacing guides to incorporate CHECS and
    nutrition focused-activities

53
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54
Pacing Guides-all grade levels
  • Each table will represent a different grade
    level.
  • Using your Flow Map, start with choosing one
    Health Standard and follow the steps until you
    have completed all the steps in the map.
  • Repeat the process until you have integrated all
    8 health standards into the pacing guide or until
    time runs out. (10 min.)
  • Using chart paper, describe one activity you
    created. You will have 1 minute to present your
    activity and what Health Standard, Content
    Standard and Monthly Nutrition Education Topic it
    integrates with.

55
Day Four Highlights
  • Teacher reflections
  • Teachers will reflect on what they learn
  • Develop a grade-level plan on how they will
    integrate nutrition in the classroom
  • Teacher Presentations
  • 10 minute presentations for each grade level
  • Wrap-up

56
Day Four Presentations
57
In Summary
  • You can control the size and time allotted for
    your teacher trainings
  • Find key teachers using administrative leaders
  • Assess where your teachers are and set a goal
  • Start by grade level, school, subject
  • Use Network allowable curriculum as resources to
    guide your teachers when planning integration

58
Now its your turn!
  • Divide the back of a paper in half.
  • Left side 2-3 CHECS you feel comfortable with
    understand
  • Right side Nutrition ed. topics related to
    standard.
  • Choose one idea to share with a shoulder partner.
  • Together, troubleshoot
  • Date, place, resources needed, and amount of time
    allotted for training.

59
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