Andragogy Meal Plan By Amanda Huynh

Assignment 2: Andragogy

Project Name: Meal Prep 101

 

Goal: Learn how to effectively prepare meals in advance to enjoy healthier, cost-efficient meals throughout the week.

Objectives:

1. Find out the meal prep planning methods and meals that work for you
2. Surround yourself with a community of meal planners
3. Understand your own goals and motivations behind meal planning

Rationales:             

Andragogy, or the method and practice of teaching adult learners, will be applied to the design of the training activities. Listed below are the assumptions of andragogy that I will be incorporating:

• Self-concept of the learner: Adult learners are responsible for their own learning and will take ownership/self-direct their learning experience.
• Readiness to learn: Composed of direction and support, adult learners need their learning to be timely and relevant.
• Motivation to learn: In adults, the intrinsic motivation to learn, for example, self-satisfaction, enjoyment, and having control and value in what is being learned.

Design:

• Self-concept: Set a budget and work with what you have in your home. Take note of meals that you already enjoy eating to have some “staple meals.” Additionally, do your research (Pinterest, Facebook, Google, etc.) to find meals that you think would like and take down the ingredients for the next time you go to the store. Set a day that you go to the store, and another day to prepare the meals (they can be the same day if you prefer). 
• Readiness to learn: Find a form of accountability for direction and support. This can be a partner or roommate that helps with meal prepping, or a Facebook group that also meal preps. With this, you as well as your accountability partner, can ensure that you are taking steps in the right direction and feel supported in meal prepping.
• Motivation to learn: Ask yourself the following questions:
  • Why am I interested in meal prepping?
    • Trying to eat healthier, lose weight, save money, etc.
  • What will I gain out of meal prepping?
    • Saving time during the week to spend with loved ones, less stress throughout the week, easy grab-and-go meals, etc.
  • Do I enjoy meal prepping?

Reference:

https://www.youtube.com/watch?v=vLoPiHUZbEw

Andragogy Assignment: Introduction to Baking

Name: Tianna Tucker

Assignment: Andragogy 

Project Name: Introduction to Baking 

Goal: Adult learners will demonstrate proficiency in a variety of baking techniques and recipes, showcasing their ability to create delicious and visually appealing baked goods. 

Objective(s): 

• Participants will build confidence in their baking abilities by successfully completing at least three challenging recipes that include advanced techniques. 
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners. 
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners. 
• Emphasize the joy and satisfaction derived from successful baking, fostering a positive attitude towards the learning process. 
• Inspire participants by showcasing the artistry and creativity involved in baking, sharing success stories of renowned bakers, and highlighting the joy of sharing baked goods with others. 
• Clearly define learning objectives for each session, providing step-by-step demonstrations and allowing participants to actively participate in the baking process. 

Rationale(s): Andragogy serves as the guiding framework for this instructional approach. 

•  Fostering a sense of accomplishment and mastery enhances participants' self-concept, motivating them to explore more complex baking tasks. 
• Self-concept: emphasizing that adults are motivated to learn when they feel a sense of achievement and mastery. 
•  Recognizing and celebrating accomplishments helps build participants' self-esteem and motivation. 
• Learning through experience reinforces theoretical concepts and helps participants develop the skills necessary for independent baking. 
• Experiential learning: adults tend to learn effectively when they can relate new information to their existing experiences. 
•  Learning through hands-on experience reinforces theoretical concepts and allows participants to apply knowledge directly in the context of baking. 
• Adapting content to participants' readiness to learn ensures optimal learning experiences, preventing boredom or frustration. 
• Readiness to learn: adults are ready to learn things they feel they need to know. 
•  By adjusting the content to meet the participants' readiness levels, the instruction becomes more tailored and relevant, which prevents boredom or frustration. 
• A positive orientation to learning enhances motivation and encourages participants to approach challenges with enthusiasm. 
• Positive orientation to learning: adults are motivated when they perceive learning as relevant to their needs and when they have a positive attitude toward the learning experience. 
•  Creating a positive learning environment encourages enthusiasm and engagement. 
• Motivated learners are more likely to invest effort in acquiring new skills and exploring innovative baking techniques, aligning with the principles of andragogy. 
• Motivation: adults are self-directed and motivated to learn when they see the relevance of the content. 
•  Exploring innovative baking techniques appeals to their intrinsic motivation and aligns with the idea that adults prefer to learn things they feel apply to their lives. 
• Setting clear objectives and involving participants in the learning process ensures focused and effective skill acquisition, adhering to the principles of andragogy. 
• Adults prefer to be involved in the planning and evaluation of their own instruction. 
• Setting clear objectives and involving participants in the learning

Design:

Class Design(s):

Class #1-

Class #2-

Class #3-

LM Week 4: Experience and Learning

 Week 4: Experience and Learning

 

Project Title: Getting Personal with Poetry

Goals: Through the use of reflective journaling and instruction, students will learn how to write poems that show an understanding of poetry basics while also offering depth and imagination. By engaging in reflective journaling techniques, students will utilize their emotions and observe their connection to learning.

Rationales:

Writing poetry may seem intimidating. How does one start a poem? Where do you find inspiration? Those new to the subject, or those wanting more practice, would benefit from a program that showcases how life experiences intertwine with poetry. The use of journaling is a pathway to creating poems that reflect the personal, as much of poetry is steeped in perspectives, feelings, and life. The Getting Personal with Poetry program reflects the “psychoanalytic framework” for learning that “elicits emotion” (Merriam & Baumgartner, 2020, p. 210).

When students enter a learning space, they arrive with their own set of experiences. These continue as they progress through adulthood. By giving students a space to reflect their experiences in writing, they are tapping into the connection that happens when emotions become a type of instructor. Merriam & Baumgartner (2020) explain this as “concrete experience….the learners’ meaning-making processes as the result of an experience” (p. 200). While there are difficult aspects to poetry, the format can often appear as a letter or confession. Journaling is the “abstract conceptualization”, or thinking process, that will aid students in understanding how to transfer their thoughts into the poetry format (this being the “active experimentation part” of the learning cycle) (p. 201). Students will begin the program by learning the basics of poetry writing, from structure to imagery, and reading different author styles. Next, they will journal freely, allowing themselves to openly express their thoughts on paper. From there, the journaling sessions will flow into poetry writing. By working with personal expression, poetry becomes approachable and therefore “may uncover aspects of our unconscious that block our learning” (p. 209). Students spend time learning a new skill while also understanding themselves through the methods of self-reflection.

 

Design:

Using Humber Centre’s Experiential Learning Model (2017) as a guide, the program will be broken down into four parts: experience, group work, process, and application. (The generalization part of this model is not as necessary for learning poetry, in my opinion). Each participant will enter the program in the learning by doing phase and end with the ability to comprehend poetry in writing and composition.

 

References: 

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

YouTube. (2017, January 23). Teaching Tips | Experiential Learning Model. YouTube.https://www.youtube.com/watch?v=GDchcHORheMLinks to an external site.

 

Assignment 4: Experiential Learning

 

Experiential Learning 

by Caroline Everidge

Commented On:

Lauren Means

 

Project Title: Bros & Barbells

 

Goal: Improve overall physical health of men in recovery from substance use disorders.

 

Learning Objectives:

Participants will

©      Complete self-reflection of current physical activity level and experience with various physical activities

©      Participate in trial of physical activities

©      Complete self-reflection of trial physical activity experience

©      Implement new daily physical activity actions with small group

©      Complete weekly self-reflection logs

 

Rationale:

This curriculum was modified using Experiential Learning Theory (ELT). As Dewey once stated, “all genuine education comes about through experience” (Merriam & Baumgartner, 2020, p. 198). This idea is further supported by Kolb: “learning is a continuous process grounded in experience” (Merriam & Baumgartner, 2020, p.197) Kolb’s model of ELT is a four-stage, continuous process.

1.      Concrete Experience (do it and experience it)

2.      Reflective Observation (observe and reflect)

3.      Abstract Conceptualization (new ideas)

4.      Active Experimentation (apply it)

These four stages are evident in the design of Bros & Barbells.

Source: Adapted from Kolb (1984)

 

Design:

Activity	Description	Timeframe/Duration	Rationale
Initial self-reflection	Participants will complete a self-reflection of current physical activity levels and personal experiences with various types of physical activity (see attached)	Prior to first session	Reflective Observation
Engage in physical activity	Participants will engage in four forms of physical activity	Week 1 –yoga   Week 2 –weight lifting   Week 3 –cardio-fitness class   Week 4 –sport-fitness class	Concrete Experience
Group Reflection	Participants will engage in a three-part reflection each week.	Reflection 1 – Group reflection of previous week’s physical activity   Reflection 2 – Group reflection during each activity session   Reflection 3 – Final group reflection at end of week 4	Reflective Observation
Select physical activity	Participants will self-select which of the forms of physical activity they wish to focus on over the next three months.	Week 5 session	Abstract Conceptualization
Small group fitness	Participants will engage in self-selected form of physical activity with a small group three times per week over the course of three months.	Three months	Active Experimentation
Independent Reflection	Participants will reflect on their three-month small group fitness activities	Independent weekly fitness journals throughout the three months	Reflective Observation

 

Attachments:

Initial Self-Reflection

Group Reflection Prompts

Weekly Reflection Questions

 

References:

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

 

Assignment 4: Experience and learning by Molly Burns and Abigail Saunders; Post: Thursday; Comment: Sunday

Experience and Learning  by Molly Burns and Abigail Saunders Week 4 Project

MBurns ASaunders Week 4 Project EDAC 634

Names: Molly Burns and Abigail Saunders

Molly’s Roles: Title, goal, learning objectives, rationale 

Abigail’s Roles: Title, goal, design

Project Title: Preparing to become a Registered Dietitian through Experiential Learning

Goal: The goal of this project is to help dietetic students become more confident when working with patients in order to be successful registered dietitians.

Learning Objectives: 

In this course, there will be 4 modules that reflect Kolb’s Experiential Learning Cycle. The overall course objectives are to teach the dietetic students how to:

1. Read and interpret a case study about a patient that will need nutrition intervention due to a nutrition-related health issue.
2. Make decisions about the patient’s nutrient needs, nutrition diagnosis, and possible nutrition interventions and share ideas with other students.
3. Understand the correct course of action for the patient from the case study using the Nutrition Care Process and scientific evidence with assistance from the Registered Dietitian.
4. Students will be able to apply the information they have learned from completing a case study to an actual patient in the future.

Rationales: 

• For our project, we focused on Kolb’s Experiential Learning Cycle which emphasizes the role that experience plays in the learning cycle. As Dietitians are responsible for the nutritional well-being of patients and clients, having ample experience prior to becoming professionals is crucial. 
• The four stages of experiential learning will frame our project by including the following main ideas:
• 1. Concrete Experience - the learners should be open and willing to try new experiences. The students will read and complete a case study.
• 2. Reflective Observation - the learners will observe the experience and reflect on it. The students will share their findings with the group and write a short report on what was challenging and what they think is best for the patient.
• 3. Abstract Conceptualization - the learners will form new ideas or modify the new theory based on reflection. The students will compare their findings with the findings from the registered dietitian. 
• 4. Active Experimentation - the learners will apply what they have learned and their ideas into practice. The students will be able to use the same process to complete a case study on an actual patient.
• How the main ideas will be used within the project design
• 1. Concrete Experience - the students will learn about heart failure and be given a case study for a patient who is an 85 year old male with heart failure.The students will complete the case study by answering specific questions about the health status of the patient who is suffering from a nutrition-related health issue.
• 2. Reflective observation - The students will share their ideas and conclusions with the group. After sharing their findings and asking questions on the patient, the students will reflect on what they have learned from others and write a short report on what they think is the best course of action for the patient for nutrition. In the report, the students will also reflect and write about what was most challenging for them when reading and completing the case study.
• 3. Abstract conceptualization - The students will learn about the best next steps that need to be taken for this patient by hearing from the dietitian. The students will also discuss the most appropriate nutrition diagnosis, interventions, and nutrient needs for the patient based on scientific evidence. After hearing from the registered dietitian and comparing their findings with the dietitian, the students can modify their nutrition plans for the patient.
• 4. Active experimentation - The students will work alongside a registered dietitian to determine the appropriate nutrition diagnosis, intervention, and other nutrition information for a patient the registered dietitian is currently working with. The students are able to use what they have learned from the process of completing a case study and follow the same steps to determine the best care for an actual patient.

 

                                                                     Design

Modules	Content	Activity	Rationale
Module 1  Concrete  Experience	A registered dietitian will read the case study to the dietetic students. The case study will be about an 85 year old male with heart failure. Students will also learn about heart failure	Dietetic students will start by completing a case study. This case study will be a patient who has a common nutrition-related issue, heart failure, that dietetic students will have to treat in their career.	Stage 1 of Kolb’s Experiential Learning Cycle is concrete experience. Students will learn best by implementing the knowledge they have into a real-life example.
Module 2  Reflective Observation	Students will be given time to share their case study findings with their peers. They will be able to ask questions and give feedback.	Students will share their findings, diagnosis, and intervention with classmates. Students will be able to ask each other questions and give feedback. Students will take time to write a short report on what their final thoughts on the case study are and also what parts of the case study were most challenging for them.	Stage 2 of Kolb’s Experiential Learning Cycle is reflective observation. Students are able to reflect on the work they have completed and ask questions. In this stage, students will take a step back from the case study they have been working on and receive feedback.
Module 3 Abstract  Conceptualization	A Registered Dietitian (RD) will go over the case study with students. The RD will show where to find evidenced based guidelines for treating patients and give appropriate nutrition diagnosis’ and interventions for the case study.	Students will go over the case study with a Registered Dietitian (RD) who will guide them through the Nutrition Care Process for the specific patient. The RD will give appropriate nutrition diagnosis’ and interventions for the case study using scientific evidence to support. Students will reflect on the case study they completed and be given the opportunity to gain knowledge on how to best treat the patient.	Stage 3 of Kolb’s Experiential Learning Cycle is abstract conceptualization. Students are guided by a RD at this stage in order to accurately process and interpret the case study they have been working on. The RD will use scientific evidence to explain the steps that should be taken in order to care for this patient. Students are able to compare the diagnosis’ and interventions they created with the appropriate ones given by the RD.
Module 4 Active Experimentation	Students will be presented with a real-life patient the RD is currently working with in order to put information learned through this project into practice.	Students will be presented with a patient the RD is working with currently. Students will use the knowledge learned from the previous case study to plan what information is needed from the Nutrition Care Process in order to determine appropriate nutrition diagnosis and interventions for an actual patient.	Stage 4 of Kolb’s Experiential Learning Cycle is active experimentation. At this stage, students are able to put what has been learned through the previous case study into practice. They are able to learn from previous mistakes made in order to care for a real-life patient. Students are able to plan the information they need to gather in order to make an appropriate  diagnosis and create interventions for the specific patient. This will closely resemble the work the students will do in their career as RDs.

Multimedia: Example Case Study 

Case Study: 

References:

Kolb’s learning cycle. RSS. (n.d.). https://www.structural-learning.com/post/kolbs-learning-cycle 

YouTube. (2017, January 23). Teaching tips | experiential learning model. YouTube. https://www.youtube.com/watch?v=GDchcHORheM