Assignment 6: Transformational learning by Molly Burns and Abigail Saunders

  

MBurns ASaunders Week 6 Project EDAC 634

Names: Molly Burns and Abigail Saunders

Molly’s Roles: Title, goals, design

Abigail’s Roles: Learning objectives, rationales

Project Title: Debunking Nutrition Myths

Goals: The goal of this project is to discuss common nutrition myths and provide participants with tools to both identify nutrition misinformation and locate credible nutrition information. 

Learning Objectives: In this course, there will be 4 modules that use Mezirow’s Psycho Critical Approach to transformational learning. The overall course objectives for participants to: 

1.    Understand what nutrition myths are and identify nutrition myths they have heard and may believe themselves. 

2.    Understand the negative impact nutrition myths can have on overall health and eating habits. 

3.    Be able to identify nutrition misinformation and learn about the credentials individuals should have in order to give nutrition information.  

Rationales: 

We framed our project around Mezirow’s Psycho Critical Approach to transformational learning. This approach focuses on past experiences and taking actions to change pre-existing perspectives and assumptions. Nutrition myths are extremely prevalent in our world today and these can unknowinlgy lead to unhealthy eating habits. Nutrition myths include thinking carbohydrates are unhealthy, you should not eat sugar, organic foods are healthier, etc. Mezirow’s psycho-critical approach to transformational learning has four components: experience, critical reflections, reflective discourse, and action. 

·       Experience: Adults have gained a vast amount of knowledge and experiences throughout their life that frame their habits and beliefs. Participants will participate in an icebreaker and will share nutrition myths they have heard before with other members of the group. A Registered Dietitian will also share their professional experience with nutrition myths and the impact it has had on individuals. 

·       Critical Reflection: The process of reflecting on experiences and why those experiences occurred is key to fully understanding how they may shape thoughts, feelings, or actions on certain topics. The participants will complete a survey created by a registered dietitian that will include questions about which non-evidence based sources they use and what credentials they look for when researching nutrition information.  Participants will critically reflect on what sources they commonly use for nutrition information and what credentials, if any, they look for in people, websites, etc.,that provide nutrition information. This will allow participants to better understand why they may believe certain nutrition myths and where they are hearing them from. The participants will reflect on their survey results to attain a better understanding of where and who they are getting their nutrition information from.

·       Reflective Discourse: Discussing nutrition myths and sources where participants are getting nutrition information as a group will allow for better understanding of why these myths are believed in society. Group discussions allow for participants to see how their experiences are similar or different from others. Participants who are comfortable will share their survey results and discuss where they commonly get nutrition information from. This will help develop a shared understanding of nutrition myths among the group.

·       Action: The last component of Mezirow’s psycho-critical approach is action. Participants will be educated on the credentials nutritional professionals have and tools they can use to identify potential nutrition misinformation. They will also be provided with evidence-based resources they can use and social media accounts they can follow with accurate information. Participants will be able to actively identify nutrition myths they come across and learn about nutrition topics from credible sources. 

Design: 

Modules	Content	Activity	Rationale
Module 1   Presentation by Registered Dietitian (RD)	A RD will present on common nutrition myths and how this can negatively impact health.	Myth Busters Icebreaker:    The participants will break the ice and get to know each other and discuss the common nutrition myths they have heard and possibly followed in the past.    After the icebreaker, the registered dietitian will present the common nutrition myths she often sees. The dietitian explains how certain myths, if followed, can negatively impact health.	Component: Experience   By discussing with each other and breaking the ice, the participants will be able to reflect on their experiences when it comes to nutrition myths. It is important for the participants to understand the myths they have followed in the past in order to be prepared to learn about why the myths are myths and potentially change the way they think about certain nutrition-related topics.
Module 2   Survey on Nutrition Information Sources	Participants reflect on where they get nutrition information from and what they look for in the individuals portraying the nutrition information. Participants will learn about sources of nutrition information that are evidence-based and those that are not reliable sources. Participants will also learn about what credentials to look for in authors of nutrition information.	Survey:   Participants will complete a survey created by the registered dietitian. The survey will consist of nutrition websites or blogs that are not evidence-based. There will also be questions about which credentials, if any, participants look for in authors of nutrition-related information.	Component: Critical Reflection    Completing a survey and understanding their results will help the participants reflect and understand more about the sources they use for nutrition information and who they retrieve nutrition information from. Critical reflection on how they get nutrition information can lead to individual and social transformation when it comes to nutrition myths.
Module 3   Group discussion	During this module, the participants will discuss with small groups and the registered dietitian to learn more about how false nutrition information can lead to negative health effects. The participants will also discuss strategies they can use to make sure they are following nutrition information that is evidence-based.	Group discussions:   Participants will discuss the common nutrition myths the RD presented in module 1 and discuss with one another their experience with nutrition myths if any. The participants will  discuss the common sources of false nutrition information and the credentials that are important to look for.	Component: Reflective Discourse   Reflective discourse will allow for better understanding of why these myths are believed in society. Also, group discussions allow for participants to see how their experiences are similar or different from others. Discussing each others’ results from the survey will help develop ashared understanding of nutrition myths among the group.
Module 4   Finding Credible Nutrition Information	The RD will share what red flags to look for in nutrition information online. Credible nutrition resources will be shown and participants will learn how to identify nutrition professionals’ credentials. The participants will also learn what tools they can use to identify nutrition myths and how to debunk them. The registered dietitian will also give the participants evidence-based resources they can use and social media accounts they can follow with accurate information.	Practice: The registered dietitian will pass out examples of evidence-based nutrition sources and sources that are non-reliable. The participants will write down which sources are reliable, which are not, and why. The registered dietitian will go through the answers with the whole group to check the participants’ understanding of what nutrition sources and credentials should be followed.  After practicing, the registered dietitian will provide participants with credible resources for nutrition information to take home and also tools to identify nutrition misinformation.	Component: Action   By providing participants with credible resources for nutrition information and also giving tools to identify nutrition misinformation, participants can actively avoid nutrition myths. Participants will have the information they need to make science-based nutrition decisions rather than believing information given online from uncredentialed individuals.

Handout given to participants:

References: 

YouTube. (2009, June 29). Transformative learning: IDEAS AND STRATEGIES. YouTube. https://www.youtube.com/watch?v=dUxrip6w2g4Links to an external site.

Valamis. (2023, July 7). Transformative learning theory by Jack Mezirow . https://www.valamis.com/hub/transformative-learningLinks to an external site.  

 

 

Embodied Learning by Amanda Huynh

 Embodied Learning through Outdoor Painting

Embodied Learning

Embodied learning regards using your body in the process of your learning. Just as the body can reflect negative feelings and experiences, such as panic attacks and physical stress manifested in the body, the body can also absorb positive feelings and experiences, such as yoga, meditation, and grounding exercises that relax the body, release stress, and more.

About Grounding

Grounding is a therapeutic technique that focuses on realigning your electrical energy by reconnecting to the earth (healthline.com). According to the National Center for Biotechnical Information, “grounding has been documented to have profound beneficial effects on physiological and emotional stress. Grounding includes a normalizing influence on cortisol, a calming impact on the electrical activity of the brain, and a normalization of muscular tension.”

This Activity

Using the concept of embodied learning, participants will be prompted to immerse themselves outdoors and paint a picture of their view, grounding themselves in the process.

Goal

The goal of this activity is to successfully ground yourself during the process of painting outdoors. Through this method of embodied learning, participants should leave the activity in a calmer, less anxious state.

Materials:

• Outdoor landscape
• Paint of your choice (watercolor, acrylic, oil, etc.)
• Paintbrushes
• Water
• Easel* (not necessary, but make the process easier)

Set up:

Find a relaxing outdoor scenery to paint. Feel free to do this activity alone or with others (preferably ones that do not disrupt your peace). Set up your paint materials and get to painting the scenery! Please see the video example below for a visual walk-through.  

Video example: https://www.youtube.com/watch?v=6jvU2iEgO_QLinks to an external site.

Grounding Prompt

This grounding activity will ask that you focus on your senses on how your body is aiding you in the process of your painting. (I apologize for the odd table formatting, it's a picture from the Microsoft Word version of my project because it wasn't pasting correctly into Canvas.)

This grounding activity will ask that you focus on your senses on how your body is aiding you in the process of your painting.

If one of your senses is lacking, immerse yourself in the other senses!

Embodied and Spiritual Learning Project by Lauren Means

 

I made a powerpoint presentation for this program. 

View as PDF here: LM 634 Rescued Program.pdfDownload LM 634 Rescued Program.pdf

View as video here: 

 

Shared Stories: Embracing Diversity, Narrative Learning by Carly Pease

 

Shared Stories: Embracing Diversity

Goals/Objectives: 

• Foster a deeper understanding of diverse cultures through the exchange of narratives.
• Cultivate a more inclusive environment while actively engaging in cultural diversity
• Create a virtual community, fostering a sense of unity despite cultural differences

Introduction:

Narrative learning embodies four types of narratives: cultural, familial, individual, and organizational narratives. These types of narratives take different forms, such as case studies, role-playing, and storytelling through fiction. Constructing narratives are integral to making sense of the experiences we face. We often navigate the complexities of ourselves by reshaping the life narratives. This is an ongoing process that involves constant revision accommodating to new insights and perspectives. These narratives are influenced by cultural norms, shaping the lens through which we view and share our stories.

This style of learning extends past personal reflection, which involves active engagement from learners. There are many roles that take place in this form of learning. Learners receive stories to better absorb their learning, act as storytellers to share their experiences, and recognize the meanings at individual and societal levels. This is a interconnected process that encourages sharing and interpretation of stories that foster a deeper understanding of ourselves, and the world around us. 

Focusing on the power of narrative seamlessly aligns with promoting cultural understanding. This program aims to empower professionals with practical tools and strategies to integrate into their work. This program would feature workshops and collaborative projects that help participants understand the foundations of narrative learning in cultural understanding. This puts emphasis on community building and empowerment for all participants.

This program could start with a live webinar sharing the power of stories. A Ted Talk would help show the importance of narratives in cultural understandings. The Ted Talk listed below provides a narrative of native history. His story aims to provide more accurate Native American culture into curriculum. This is a great start to share the importance of narratives while sharing a different cultural perspective. 

This program could later engage in cross-cultural communication. This can help everyone understand the nuances of cross-cultural communication while sharing those personal narratives. Online engagement can provide cultural narratives in a more virtual community. This can be more diverse with a more accommodative location for its audience. Learners will develop a more profound sense of empathy by engaging with these shared narratives about cultural backgrounds, etc. These real-life examples illustrate how narratives serve as bridges between cultures.

The end of this program would develop an action plan for cultural empowerment. These shared experiences create a sense of connection, breaking down stereotypes while building a stronger sense of community. This program ensures that professionals gain theoretical knowledge along with a mindset that empowers them to integrate narrative learning into their work effectively. Ultimately, this program places a strong emphasis on fostering cultural sensitivity and understanding among professionals. Shared experiences and interactive sessions contribute to a more culturally aware and inclusive professional community. 

Feel the Earth (between your fingers & toes!) Embodied Learning by Caroline Everidge

 Feel the Earth (between your fingers & toes!)

 

Evidence-base

• Benefits of nature

According to the American Psychological Association, there is significant evidence that spending time in nature contributes to improved mental health outcomes (2020). Additionally, studies have shown being in nature (or even just viewing nature scenery) reduces anger, fear, and stress.  Exposure to nature also impacts physical wellness – reducing blood pressure, muscle tension, and the production of stress hormones (Delagran, n.d.).

 

• Mindfulness-Based Interventions (MBIs)

Mindfulness exercises have long been an approach in mental health and substance use treatment. Mindfulness exercises typically incorporate breathing exercises and drawing attention (awareness) to the participant’s physical body. Grounding exercises are also utilized to connect the participant to the world around them. Studies show that MBIs reduce heart rate and help regulate physiological reactivity, which in turn helps manage cravings for substances (Webster, 2024).

Integrating MBIs into nature settings has been shown to reduce stress, depression, and anxiety (Webster, 2024). This is significant for participants with co-occurring disorders (a substance use disorder and a mental health condition).

 

Audiences

• Participants involved in the criminal justice system
• Participants in substance use recovery, specifically in a community-based recovery home
• General population utilizing community spaces

 

Methods

• Individual plant containers
  • This is the primary way I facilitate this program. Depending on the audience, we focus on positive self-talk. For example, participants envision the plant as themselves (sometimes their current selves, sometimes their younger selves, and sometimes even their future selves). While we go through the planting process, we practice saying kind words to the plant (which represents the individual).
  • 
    
    • Check out this video for more information!
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• Garden spaces
  • If you have a green space that is easily accessible, this is the way to go! Prior to the activity, make sure to set the stage. Are you wanting to focus on mindfulness, self-awareness, coping skills? Whatever the goal, be sure to provide the participants with some guiding reflection prompts. Participants then engage in a “5 senses” activity: What can they hear, smell, see, touch, and taste (you might have to help with the taste portion – bring a small snack or warm beverage). Consider inviting participants to sit in the grass or even wiggle their toes in a nearby water source.

Bonus Options!

Here are a few ways to incorporate creativity:

• Invite the participants to decorate their planters or adorn the garden space with personalized items (wind socks/chimes, bird feeders, statues, etc.)
• Introduce music. Invite participants to play or listen to calming music. Or if indoors, listen to nature sounds (birds whistling, bubbling water, rain falling, etc.)
• Include movement. Green spaces are great places to take a calm walk/hike or do some gentle stretching, maybe even yoga. Depending on your community, there may be walking paths or labyrinths that are perfect for quiet reflection while moving.

 

American Psychological Association. (2020). Nurtured by nature. Monitor on Psychology, 51(3). https://www.apa.org/monitor/2020/04/nurtured-natureLinks to an external site.

Delegran, L. (n.d.). How Does Nature Impact Our Wellbeing? University of Minnesota. https://www.takingcharge.csh.umn.edu/how-does-nature-impact-our-wellbeingLinks to an external site.

Webster, A. (2024, Feb 21). Nature Rehabs for Drug & Alcohol Addiction Treatment.American Addiction Centers. https://americanaddictioncenters.org/rehab-guide/nature-rehabLinks to an external site.

Recognizing Anxiety and How to Breathe Through it-- Embodied learning by Julee Sims

 Recognizing Anxiety and How to Breathe Through it

Embodied learning means to understand an experience and learn through our body.  It happens when we experience something with our body, and then create a meaning from that experience. It can also be referred to as embodied pedagogy. Nguyen and Larson (2015) define it as, “learning that joins body and mind in a physical and mental act of knowledge construction.” (Merrium and Baumgartner, 2020).

The body tends to be overlooked as a resource of learning because of our mindset of mind over body (Merrium and Baumgartner, 2020). It’s a very Western way of viewing education where learning is considered, “a change in a mental state, from one of ignorance, to one of knowledge” (Merrium and Baumgartner, 2020). Some people believe that learning only takes place in our mind, but our body is connected to the mind. Our emotions, nerve endings, and memories all contribute to embodied learning.

Embodied learning is deeply connected to our emotions. Amann created a four-part model of embodied learning that included kinesthetic, sensory, affective, and spiritual learning (Merrium and Baumgartner, 2020). These categories help explain why we have gut feelings about situations, get butterflies in our stomach when we are nervous, and feel exhausted after an intense situation. Our body is responding to knowledge gained in previous experiences that have taught it how to react. For example, many people feel nervous speaking in public. They may have had a bad experience in the past that now causes their stomach to feel upset when they must speak in front of a crowd. This reaction was learned from the way their body reacted to a past experience with a fight or flight reaction. This can cause adrenaline that we are not using, so we feel sick to our stomach, our heartbeat increases, and our breathing is elevated. There are many reactions, these are just a few examples.  When we can recognize our body’s reactions and recall what we have learned from our body in past experiences, we can utilize a form of embodied learning call kinesthetic learning to do things such as lower our stress levels.

This program helps you learn how to identify and deal with anxiety. Participants will view a presentation that will educate them on how to recognize the signs of anxiety by their body’s reactions and combat their anxiety through breathing exercises. They will learn about two types of breathing methods and how the body physically responds to these breathing patterns. It encourages them to make it part of a routine so their body can learn new patterns to help deal with moments of anxiety when they arise. They are essentially learning how to educate their body on how to deal with anxiety. 

References:

Mosunic, C. (2024, January 4). 7 deep breathing exercises to help you calm anxiety. Mental health is hard. Getting support doesn’t have to be. https://www.calm.com/blog/breathing-exercises-for-anxiety

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). San Francisco: Jossey-Bass.

Embodied learning by Molly Burns and Abigail Saunders

 Assignment 8: Embodied learning

MBurns ASaunders Week 8 Project EDAC 634

Names: Molly Burns and Abigail Saunders

Molly’s Roles: Body, recipe card

Abigail’s Roles: Introduction, materials, videos

Project Title: Healthy Breakfast Cooking Demonstration

Introduction:

This week we learned about embodied learning. Embodied learning is using your body in the process of learning. As future registered dietitians, we encourage individuals to consume a healthy and well-balanced breakfast. For this project, we are going to use the principles of embodied learning to guide a cooking demonstration for creating a healthy and delicious breakfast. Doing a cooking demonstration will not only teach learners about how to make a healthy breakfast, but it can also be used as a tool for registered dietitians to use for patient education. The breakfast meal that will be demonstrated is egg scramble and toast.

Materials:

• Vegetables: red bell pepper, cherry tomatoes, green onion, mushroom, and spinach.
• Egg: two free range eggs
• Toppings: shredded cheddar cheese, salt, and pepper
• Olive oil
• Cutting board and knife
• Nonstick pan
• Spatula 
• Colorful plates, utensils, and napkins

Setting the Stage:

• Engage the senses: We will play upbeat music, use colorful plates, napkins, and cooking utensils, and emphasize the colors in the meal. 

Explore the Ingredients:

• Touch and smell: Learners will be invited to touch the vegetables, feel their textures, and smell their aromas. Touching the food allows the learners to connect with the food in a more personal way.
• Discuss nutrition: We will discuss the macronutrient and micronutrient content of the foods with the learners. The eggs and cheese provide protein. The pepper, onion, mushroom, spinach, and tomato provide vitamin C, vitamin B6, potassium, vitamin K, and folate. The toast provides whole grains and fiber. Understanding why the ingredients are beneficial to health and how to include nutritious ingredients into breakfast is important to discuss with the learners.

The Cooking Process:

• Preparation: We will show a video that discusses knife safety and then demonstrate proper and safe knife skills for vegetable chopping. Then, we will have the learners practice knife skills by cutting up the vegetables for the meal. We will have each participant toast their own piece of bread as well.
• Plating: When the egg scramble and toast is done, the participants will add the meal to their plate however they please and enjoy creativity. Some may put the egg scramble on the toast and some may keep the two separate. Some may add hot sauce, some may enjoy plain.

Enjoying the Creation:

• Mindful eating: We will encourage the participants to take a moment to appreciate the colors, textures, aromas of their creation before taking a bite. We will encourage them to chew slowly and savor each flavor. 
• Reflection: After enjoying their well-balanced breakfast meal, we will ask the learners to share what they learned about the importance of healthy breakfast and the experience of preparing their own meal.We will provide the recipe card below and a video demonstration of the egg scramble  so participants can have the confidence to recreate the meal at home. 

Embodied learning values the engagement of multiple senses and promotes deeper understanding and retention compared to traditional lecture-based methods. This project encourages healthy eating habits by introducing learners to delicious and nutritious meals for breakfast. This project also fosters creativity and independence in the kitchen, empowering individuals to make healthy choices.

Knife Safety 

https://www.youtube.com/watch?v=LYZ1F8qSIBELinks to an external site. 

Video Demonstration

https://www.youtube.com/watch?v=A2eMgjXIiuULinks to an external site.

Spiritual Learning by Mike White

 The Project: 

1. Spiritual Learning is challenging until it isn't. My pathway in the Veterans Administration as a Disabled Veteran Patient has put me in touch with several paths to spiritual learning. Yoga, meditation, acupuncture, acupressure, massage therapy, wholistic health and the such. When using this whole mind and body approach, just sitting in a deep meditation helps clear out some of the intrusive thoughts that could invade a great day and cause havoc. I like seeing the spirituality and interconnected nature in all things. I love roaming the woods of a state park or national park. I love sitting still and seeing and hearing all there is in the world around me. I used to take for granted the ability to hide in plain sight with my old Marine Gear on, and observe people, but I didn't really dwell on the nature of it all. I spent 2/3 of my 6 year enlistment outside in the elements. I find my way back to me in nature and blending any learning experience in nature helps me find more gratitude, more depth and more perspective which is what spirituality means to me. 

2. Out door Yoga in the shade of a huge tree, to assist in the absorbing of the learning transfer. 

Finding the place in nature to connect to stillness and calm is always a challenge since so much of nature is busy around us. Spiritual development is an easy win for most and finding that spot in nature to connect to digest the learning transfer may help settle the mind. A better work life can come from instilling yourself into nature to let your meditative process devour the information you just gleaned. I enjoy face to face learning when I am required to participate as a student, and go remove myself from the class event when I'm on breaks to enjoy the sunshine and feel the breeze. 

Meditation for improved focus: https://www.youtube.com/watch?v=ACHHe0yFlw4Links to an external site.

 

Types of Meditation:

1. Mindfulness

This technique specifically focuses on your breath and observes thoughts as they drift through your mind. The purpose is to simply be aware of how you are feeling, not to become absorbed.

2. Concentrative

Concentrative fixates on a particular point, whether it is a word, breath, or object. The goal is to release your thoughts and maintain or refocus your attention on that point, preventing your mind from wandering.

3. Moving

Meditation does not always involve quietly sitting still. Slow, repetitive movements, such as through yoga and tai chi, that focus on your breath can be equally effective in relaxing your mind and body.

Meditating doesn’t require reserving a large chunk of your time. Simply saving a few minutes per day has been proven to reduce distractions and increase focus.

Using meditation for learning:

What to do

Step 1: Find a quiet place. You should choose somewhere that you won’t be disturbed by people or outside noises. The time of day you choose is important. Start out any spare 5 minutes will do. Set a timer for yourself.
Wear comfortable clothing. Bare feet are best to help with energy flow.

Step 2: Sit in an upright position with your legs crossed. You head and neck should be in line with your spine.
Place your hands one on top of the other and rest on your legs or knees. Place a pillow underneath yourself if you need the support.

Step 3: Close your eyes and focus your attention on your breathing. If your mind wanders to different thoughts remember to bring yourself back to concentrating on your breaths. It will take practice to stop your mind wandering. So it’s fine if you don’t focus 100% on the first few tries.
The thoughts you have are okay, and if it is a problem you find yourself facing,meditation can unlock fresh ideas that might have been hidden by stress.

Step 4: As you prepare to finish your  meditation session, don’t suddenly jump up and on to the next part of your day – slowly take in your surroundings and let yourself reboot. Stretch and smile – you’ve done well.

References below to find your way. 

https://host-students.com/meditation-for-studying/#:~:text=You%20brain%20works%20best%20under,and%20after%20your%20study%20session.

https://sps.columbia.edu/news/how-meditation-can-help-you-focus