Community Teaching Project - Part 5

Name (GCU Student)

Topic:

· Provide a brief description of your education topic that was identified in Part 1.

Diabetes Prevention and Management. The project emphasizes the importance of balanced diets, meal planning on a budget, and the role of physical activity in preventing chronic conditions like obesity, diabetes, and cardiovascular disease.

Teaching/Learning Outcome Goal

At the end of the session, participants will know how to identify risk factors of diabetes, implement lifestyle changes (e.g., balanced diets and physical activity), and how to use community resources to manage and prevent diabetes.

Readiness for Learning:

· Identify at least two factors that would indicate the readiness to learn for the target aggregate.

· Evaluate emotional and experiential readiness to learn.

Emotional Readiness: During the presurvey and the initial assessments, participants get interested and motivated while discussing health challenges simultaneously as goals.

Experiential Readiness: Participants have experiences with or for family members with diabetes and are looking for practical strategies to minimize the high risk of health.

Learning Theory:

· Select a learning theory for your presentation.

· Explain how this theory will be applied.

The presentation will follow the Health Belief Model (HBM). It uses perceived susceptibility, perceived benefits, and self-efficacy. Relatable scenarios and interactive activities will be presented to make diabetes management more perceived as relevant and controllable.

Behavioral Learning Objectives, Teaching Content, and Learning Activities

· Develop the behavioral learning objectives for your teaching content and learning activities.

Behavioral Learning Objective

The objectives should be specific and measurable. Describe what you want your audience to learn and how they will demonstrate what they have learned.

Example: Third-grade students will name one food choice for each of the five food groups on My Plate by the end of the presentation.

Teaching Content

Content to be taught for the Objectives.

Be specific.

Example: My Plate has five food groups which are vegetables, fruits, grains, protein, and dairy.

Learning Activities

Label and describe the learning activities.

Example: Interactive poster presentation of My Plate. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the My Plate. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

1. By the end of the presentation, participants will be tasked with listing three lifestyle changes that would lower diabetes risk.

1. Importance of a balanced diet: whole grains, fruits, and vegetables.

Effects of regular physical activity.

1. Daily habits Q and A.

Making a diabetes-friendly meal plan as a group activity.

2. By the end of the session, participants will identify two community resources for diabetes support.

2. Carrfour Supportive Housing resources as well as an overview of Miami-Dade health clinics.

Information about local exercise programs and food assistance.

2. Resource-sharing exercise.

Interactive map session that shows resource locations.

3. Participants will also indicate how early diagnosis can help prevent complications from diabetes.

3. Factors increasing prediabetes and diabetes risks.

Screening recommendations.

3. Good short video on diabetes progression.

Personal barriers discussion about seeking care.

Effective Communication: Please discuss the following.

· Introduction: Describe how your introduction will capture the interest of your audience.

· Conclusion: Explain how you will conclude your presentation.

Introduction: Write an engaging question: "What does healthy living mean to you?" Tell us a cute little story where somebody changed their habit and has started taking care of themselves.

Conclusion: Key points, summaries, and handouts with action steps and resources. End with a motivational statement for participants to be in the same close.

Teaching Modalities:

· Identify and explain the teaching modalities you will apply to engage your learners.

· Describe how you will tailor your presentation for your audience.

· Develop a multimodal teaching approach to reach/educate your chosen community.

· Visuals as PowerPoint slides.

· Hands-on interactive group discussions.

· Short videos for visual engagement.

Materials/Resources:

Please complete the following.

1. Time: Estimate how long the teaching will last.

2. Location: Provide the exact location of the teaching site.

3. Supplies/Materials/Equipment: List any supplies/materials/equipment that will be needed for the presentation.

4. Cost of Presentation: Explain the estimated cost of the presentation.

Time: 45 minutes

Location: Carrfour Supportive Housing community room.

Supplies/Materials/Equipment: Printed handouts, activity worksheets, a projector, and a whiteboard.

Cost of Presentation: About $20 in printing and materials.

Barriers:

· Identify and explain some potential barriers that may arise during teaching and how will those be handled.

· Describe access and equity implications of the proposed teaching plan.

Potential Barriers: Lack of literacy or lack of the language.

Solutions: If offering is possible, then materials are available in several languages, and the visuals are simple and clear.

Equity Implications: Let participants, from any literacy or socioeconomic status, access and apply the information.

Evaluate Behavioral Learning Objectives:

Describe how you will evaluate if the learning occurred for each of the behavioral learning objectives listed above.

1. Objective 1: Participants will take a worksheet where they write out lifestyle changes.

Self-Assessment: Participants will answer questions about their current diet, physical activity, and any barriers they face in maintaining a healthy lifestyle. For example:

· How many servings of fruits and vegetables do you consume daily?

· How often do you engage in physical activity?

· What challenges prevent you from making healthier choices?

2. Objective 2: During the activity, participants will show local resources on a shared map. The shared map activity will be structured as an interactive, hands-on learning experience that promotes collaboration and awareness of local resources. It should include potential local resources, such as food banks, fitness centers, health clinics, or community programs, to guide their exploration.

3. Objective 3: There will be a quiz question where the participants will be asked how important early diagnosis is. The quiz question can be embedded into a broader interactive learning approach that ensures participants not only answer but deeply understand the significance of early diagnosis. It will use a scenario-based question to make the quiz more relatable.

It should be multiple-choice answers or short-answer options focusing on potential risks, benefits of early diagnosis, and prevention strategies.

Planned Evaluation of the Effectiveness of Teaching and Feedback:

Answer the following questions of overall effectiveness of your teaching and participant feedback.

1. Overall Effectiveness: Describe how you will evaluate the overall effectiveness of your presentation. Explain how you will know you met your teaching/learning outcome goal.

2. Participant Feedback: Describe how you will obtain feedback from your participants about your presentation.

Overall Effectiveness: Apply use of pre- and post-surveys to measure knowledge increase. Record where people were on the track and whether they completed interactive tasks.

Participant Feedback: Get a feedback form distributed, asking the focus on the clarity, engagement, and applicability of the teaching.