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Chapter 5

Presentation and Unit Plan Development

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Health Educator Competencies Addressed In This Chapter

Responsibility II

Plan Health Education

  • Competency 2.3: Select or Design

Strategies and

Interventions

  • Competency 2.4: Develop a Scope and

Sequence for the

Delivery of Health

Education

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Responsibility III

Implement Health Education

  • Competency 3.1: Implement a Plan of

Action

Responsibility IV

Conduct Evaluation and Research Related to Health Education

  • Competency 4.1: Develop Evaluation/

Research Plan

  • Competency 4.2: Design Instruments to Collect
  • Competency 4.3: Collect and Analyze

Evaluation/Research Data

  • Competency 4.4: Interpret Results of the

Evaluation/Research

  • Competency 4.5: Apply Findings from

Evaluation/Research

Responsibility VI

Serve as a Health Education Resource Person

  • Competency 6.3: Serve as a Health

Education Consultant

Objectives

For a given setting/population the learner will:

  • Recognize the influence of National Health Education Standards (NHES) in guiding health education program planning
  • Develop an appropriate lesson/presentation plan
  • Construct a unit of instruction
  • Develop questions that promote discussion and higher-order thinking.
  • Describe the strengths and weaknesses of using lesson/presentation plans for instructional organization.

Overview

  • Fundamental Principles
  • Planning the Intervention
  • Lesson/Presentation Plan Overview
  • Lesson/Presentation Plan
  • Exercises 3

Fundamental Principles

  • Skills required for successful and effective presentation are the same regardless of the setting (e.g., school, community, or worksite).
  • Successful and effective presentations rely on careful planning of individual lesson components whether they are designed to be used alone or as part of a longer series.

Planning the Intervention

Goals of careful planning

  • Creates structure
  • Gathers content
  • Provides overview of intervention
  • Illustrates links between lesson components
  • Articulates goal
  • Delineates path to achieve goal

Planning the Intervention

The topic and focus of intervention should…

  • Be based on theory
  • Represent evidence-based health education
  • Represent established guidelines
  • Healthy People 2020 goals
  • National Health Education Standards

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Unit plans

  • Unit Plan: an orderly, self-contained collection of activities educationally designed to meet a set of objectives.
  • Also known as curriculum plans, modules, and strands
  • Regardless of the name, all such systems seek to organize materials to create coordinated activities that build on one another.

Don’t Reinvent the Wheel

Many government agencies offer copyright-free lesson and unit plans at no cost.

It is up to the individual health educator, however, to determine whether the materials are appropriate and are likely to be effective for the purpose to which they will be applied.

Unit Construction Guidelines

Overview

Statement of purpose

Long-range goals, general objectives, or key concepts

Behavioral objectives

Outline of content

Methods/strategies/learning opportunities

List of materials

Evaluation activities

List of available resources and materials

Block plan

Overview

  • Audience demographics
  • Gender
  • Age/grade level
  • Ethnicity or culture
  • Prior knowledge of topic
  • Topic relevance
  • Language/Literacy issues
  • Anticipated number of participants

Overview

  • Location
  • Name of site
  • Address, directions, parking
  • Room number
  • Contact person’s name and number
  • Number of sessions
  • Session duration
  • Set-up
  • Equipment available
  • Equipment request mechanism
  • AV/IT support location

Statement of Purpose

  • The statement of purpose is a description of why this content is part of the curriculum for this audience.
  • All statistics in the statement of purpose should be referenced and be as recent as available. As always, the statistics should be culturally appropriate and relevant.
  • Local statistics should be used when appropriate. The U.S. Health Goals for the Year 2020 are often helpful, as are local newspaper reports.

Long-range Goals

  • The very broad outcome intentions for the unit may be expressed as long-range goals, general objectives, or key concepts.
  • These are optimal behaviors you hope to achieve and need not be easily measurable.
  • Three or four general goals are usually adequate to express the general nature of a program unless it is a very long unit.
  • Program Objectives support

Sandra (S) - capitalize "Range"

Program Objectives

  • Function to narrow the focus of the intervention based upon established guidelines such as HP 2020 or NHES

Sample Program Objectives

  • Participants will acquire a set of workable and practical stress management techniques.
  • Participants will develop positive parenting skills.
  • Participants will develop efficacy in the presented parenting skills.

Behavioral Objectives

  • Also called Performance Indicators
  • Describe what the learner is able to do as a result of the intervention
  • Stated in behavioral terms
  • Objective
  • Measurable
  • Domain specific; cognitive, affective or psychomotor

Sample Objectives

  • Cognitive:
  • By the end of the lesson, first-grade student will identify healthy snack foods by circling appropriate choices on the worksheet with 90% accuracy.
  • Psychomotor:
  • By the end of the session, first-grade student will demonstrate plaque removal on tooth surfaces to his or her partner by removing the disclosing tablet stains using the method of brushing described.
  • Affective:
  • Following the discussion on healthy snacks, the learner will verbally justify which of the three foods he or she believes would be the best choice to promote dental health.

Outline of Content

  • Contains all items to be used
  • May be supplemented by an appendix with copies of handouts and slides to be distributed
  • Should be presented in logical order, although not necessarily in the order of presentation

Sample Outline -Abbreviated

The Seven Dietary Guidelines

(1) Eat a variety of foods.

  • (a) No one food can supply all the essential nutrients needed for maintaining good health.
  • (b) Should include foods from a variety of food groups.
  • (c) Creates a balanced diet.

(2) Maintain desirable weight.

  • (a) Desirable weight will vary according to many factors such as age, health, gender, and so on.
  • (b) Avoid sudden, dangerous, aggressive dieting.
  • (c) Calorie intake and expenditure must be balanced to maintain weight.

(3) Avoid too much fat, saturated fat, and cholesterol.

  • (a) A small amount of fat is needed in your diet.
  • (b) Risk of heart attack is increased by diets high in fat.
  • (c) How foods are prepared influence fat content of food.

Methods

  • Methods (also referred to as strategies and learning opportunities) are the component of greatest importance.
  • It is most important that methods be selected based on achieving the desired objectives.
  • Name and describe in detail in such a way that it could be utilized by any health educator.
  • List which specific objective(s) each method is likely to achieve
  • All components, directions, and rules should be included.
  • Proper citations and permissions should be obtained.
  • The number of methods is dictated by the contact time and the objectives to be achieved.

Sandra (S) - add period after "achieve"

List of Materials

  • A complete list of materials needed by the health educator (e.g., LCD projector) and each participant (e.g., paper) should be included.
  • It is wise to provide all that is needed.
  • Keep a few “extras” of your materials on hand to account for unexpected.
  • Make a “master” copy of materials so additional copies can be made.
  • Always make a copy for yourself!

Evaluation Activities

  • Evaluation is one side of a coin, behavioral objectives is the other side of the same coin.
  • Evaluate the achievement of your objectives.
  • Include measures of knowledge, attitudes, skills, and behavior.
  • Use a variety of assessment techniques
  • Be certain to include teacher/facilitator evaluation activities for the assessment of the instructor.

Evaluation Activities

  • Process
  • Evaluation of facilitator effectiveness
  • Ongoing evaluation of a series
  • Outcome
  • Requires pretest and-posttest
  • Results strengthened by intermediate term assessment of behavior change (1 week to 6 months post intervention)

List of Available Resources and Materials

Your reference material should be:

  • Accurate
  • Science-based, peer-reviewed
  • Appropriate
  • Literacy level, scope
  • Available
  • Title, author, cost, website, phone number, and address of source

Block Plan

  • Delineates blocks of time devoted to specific learning activities and/or objectives
  • A list of varied and engaging activities to achieve objectives
  • Is not a lesson plan!

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Lesson/Presentation Plan

  • A well-developed lesson or presentation plan provides a blueprint to organize materials, identify standards and “preview” the learning encounter.
  • A lesson plan is an outline for the development of larger instructional units that are dependent on the effectiveness of individual lesson plans.
  • The core elements are the same regardless of format. The remaining slides provide an explanation of each element.

Background

Information that will guide method selection

  • Setting
  • Number of sessions
  • Session duration
  • Audience demographics
  • Gender
  • Age/grade level
  • Ethnicity or culture
  • Prior knowledge of topic
  • Topic relevance
  • Language/Literacy issues
  • Anticipated number of participants
  • State or national health education standards addressed

Objectives

  • Less is more!
  • Be SMART! Write objectives that are:
  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Time-framed

KISMIF

Keep it simple, make it fun!

Introduction

  • Hook Them!
  • Be creative to capture the attention of audience, once you have it;
  • Tell them what you are going to tell them
  • Tell them why you’ll tell them
  • Tell them why it matters
  • Tel them how they benefit

Developmental Section

  • Core of lesson plan
  • This is the recipe for the session
  • Must be turnkey; any comparably trained health educator should be able to conduct the session based on your instruction.
  • All of the information needed to conduct the session should be included.
  • Discussion questions of varying sophistication should be included in this section.

Levels of Questions

Bloom’s Taxonomy

  • Six levels requiring progressively more complex reflection.
  • Three broad groupings
  • Low
  • Learners are asked to gather or recall information
  • Intermediate
  • Learners are asked to draw relationships of cause and effect, to synthesize, analyze, rate, or classify data.
  • High
  • Learners are asked to evaluate and apply information to new situations.

Conclusion

  • Summary of key points
  • This is when you “Tell them what you told them.”
  • Provide directions for the next meeting, if applicable.
  • Use this opportunity to collect feedback and field questions.
  • Ask for questions and or comments before you dismiss the session!

Anticipated Problems

  • Most seasoned health educators have experienced each of these problems at one point or another. Fortunately, few have experienced them all, simultaneously!
  • Common problems
  • Not enough material
  • Methods inappropriate for the group
  • Method inappropriate to achieve objective
  • Little variety in methods employed
  • No evaluation or feedback mechanism
  • Too much or too little time to execute the method as designed
  • Technology complications

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Some Solutions to Common Presentation Problems

  • Breathe
  • Don’t panic!
  • Have a backup plan
  • Use your backup plan
  • Remain focused on the audience and their needs
  • If nothing is working, stop and assess. Ask the audience what they believe is happening.

Evaluation

  • A variety of methods are available from a simple show of hands to a written anonymous evaluation form.
  • The type of evaluation employed will be a function of contact time, objectives, type of group, and resources.
  • Ask for feedback on the processes or content that are important to you.
  • If there was a problem during the presentation, ask for feedback on it.
  • Achievement of objectives is best accomplished by comparing pretest data to posttest data.
  • Roughly 15% of time should be spend on evaluation.