Topic; School aged children( ages 4-10) learning to cook. Food safety in the kitchen.staft, decision makers, and future learnErs.
Lesson Plans and Program Plans
A lesson plan is a written summary of information about a unit of in-
struction. It is prepared and used by the instructor. Various formats for
lesson plans are available, but the content is essentially the same. A lesson
plan is a blueprint that describes all aspects of instruction. It includes the
following20
Preassessment of the participants or needs assessment
The performance objectives identified
The content outline (introduction, body, conclusions) How the content will be sequenced
A description of the activities participants wil engage in to reach tne objectives
Instructional procedures (techniques and methods) Educational materials, visual aids, media, handouts, and equipmern Amount of time allotted or scheduled Facilities to be used
12/IMPLEMENTING AND EVALUATING LEARNING
.
Method of eva
comes, or other results
329 dof evaluating whether the learner reached the objectives, out
Once written, a lesson plan is a flexible guide to instruction that can be
time frame, such as a whole day or several days. The term “program plan-
References
used
On h many different individuals or groups. A series of lesson plans or
ctivities may be grouped into a larger unit of instruction covering a longer
T also used. A plan for a longer program would include essentially
she same components as a lesson plan, with the addition of the names
fsneakers or others responsible, and cost considerations. Sample lesson
plans are found in Boxes 12-2 and 12-3.
Target
audience: New wait staff
Obiective: When setting tables, wait staff will be able to handle dishes
and utensils in a sanitary manner.
I. Time allotted: 15 minutes
. Preassessment: Question new employees to determine what they already
know about sanitary dish and utensil handling.
V Content and sequence:
1. Wash hands. Handling of filatware by the handles.
2. Handling of cups by the base or handle and glassware by the base.
3. Handling plates and bowls on the edge without touching the food.
4. Use a tray.
.Ine hands and skin as major
sources of disease-causing
bacteria and
their transmission to food and utensils.
roper bussing of dishes to avoid
contamination
of the hands.
7. Hand washing.
VI. Learning activities:
Demonstration
and
discussion of proper
handling of dishes and uten-
SIIs when setting tables, serving food, and bussing
tables.
2. Discussion of hand washing.
Materials: Dishes, utensils, tray,
handout of important
points to
remember.
VII. aluation: Whether
during the a actual oractice;
continued
observation
of the
employee’s
per
Box 12-2 Sample Lesson Plan on
Sanitary
Dish
Handlin8
3. Actual practice by new wait staff.
ViI.
or not
dishes
and
utensils
were
handled
properly
Tormance on the job.
Target audience: Pregnant women
Objective: To be able to identify foods and quantities of foods n
o
t
e
laning Perform
ance Objectives
e
lo
p
in
g
P
e
a
n
in
g
perform
ance objectives
m
e
a
n
s
w
riting precise statem
en
ts
D
e
a
b
w
h
a
t w
ill b
e learn
ed
. They define the purpose o
f instruction and
ut w
h
at w
i
are helpful to
o
ls in p
lan
n
in
g
, im
plem
enting, and evaluating learning.
T
he e
d
u
c
a
to
r n
e
e
d
s
to
d
e
c
id
e
w
h
a
t is to
b
e
le
a
rn
e
d
b
e
fo
re
se
le
c
tin
g
th
e
im
al m
ethods, techniques, and tools to accom
plish
it. T
he term
n
e
rfo
rm
a
n
c
e
o
b
je
c
tiv
e
s
is u
se
d
in
th
is ch
ap
ter, b
u
t th
e ed
u
catio
n
al
lteratu
re a
lso
in
te
rc
h
a
n
g
e
a
b
ly
u
ses th
e
term
s “b
eh
av
io
ral” an
d
“m
ea-
su
ra
b
le
” o
b
je
c
tiv
e
s.
A
w
ell-stated p
erfo
rm
an
ce objective com
m
unicates the intended o
u
t
c
o
m
e
o
f in
stru
c
tio
n
fo
r th
e
learn
er.
It specifies th
e
d
esired
b
e
h
a
v
io
r
o
r
level o
f c
o
m
p
e
te
n
c
e
to
b
e
a
tta
in
e
d
after in
stru
c
tio
n
is com
plete. W
riting
perform
ance o
b
jectiv
es h
a
s
m
a
n
y
advantages. It re
su
lts in
less am
biguity
regarding w
h
a
t is to
b
e
le
a
rn
e
d
. A
lso, clear perform
ance objectives m
a
k
e
it
possible to
design a
n
d
im
p
lem
en
t in
stru
ctio
n
, se
le
c
t appropriate in
s
tru
c
tio
n
al m
a
te
ria
ls, a
n
d
a
s
s
e
s
s
o
r
e
v
a
lu
a
te
w
h
e
th
e
r o
r
n
o
t th
e
objectives
a
r
e
ach
iev
ed
. B
o
th
th
e
te
a
c
h
e
r a
n
d
th
e
le
a
rn
e
r b
e
n
e
fit fro
m
c
le
a
re
r in
s
tru
c
tio
n
s
.
W
h
e
n
p
eo
p
le k
n
o
w
w
h
a
t they a
r
e
su
p
p
o
sed
to
learn
, it d
o
e
s
n
o
t c
o
m
e
a
s
a
surprise. T
hey s
h
o
u
ld
n
o
t
b
e
kept guessing a
b
o
u
t w
h
a
t s
h
o
u
ld
b
e
le
a
rn
e
d
or ab
o
u
t w
h
a
t is im
p
o
rta
n
t.
O
b
jectiv
es s
h
o
u
ld
fo
c
u
s
o
n
th
e
p
e
r
s
o
n
learn
in
g
, n
o
t
o
n
th
e
e
d
u
c
a
to
p
r.
T
h
e follow
ing o
b
je
c
tiv
e
is p
o
o
rly
s
ta
te
d
: “T
h
e
d
ie
titia
n
w
ill te
a
c
h
th
e
c
lie
n
t
a
b
o
u
t h
is d
ie
t.”
N
o
te
th
a
t th
is s
t
a
t
e
m
e
n
t
fo
c
u
s
e
s
o
n
w
h
a
t th
e
p
ra
c
titio
n
e
r
w
ill d
o
a
n
d
n
o
t
o
n
w
h
a
t th
e
c
lie
n
t o
r
le
a
rn
e
r w
ill d
o
. T
h
e
fo
llo
w
in
g
is p
re
–
fe
rre
d
b
e
c
a
u
s
e
it fo
c
u
s
e
s
o
n
th
e
c
lie
n
t: ”
A
fte
r i
n
s
t
r
u
c
t
i
o
n
[w
hen], th
e
c
lie
n
t
w
h
o
w
ill b
e
a
b
le
to
p
lan
a
p
p
ro
p
ria
te
m
e
n
u
s
u
sin
g
th
e
s
o
d
i
u
m
–
r
e
s
t
r
i
c
t
e
d
diet as a reference [w
h
at.”
M
a
g
e
r w
r
o
t
e
o
n
e
o
f
th
e
m
o
s
t
u
s
e
f
u
l
g
u
id
e
s fo
r w
ritin
g
p
e
rfo
rm
a
n
c
e
o
b
je
c
iv
es.
A
k
ey
t
o
w
ritin
g
m
e
a
s
u
r
a
b
standard is used as a basis for the level of profici.
ency
required. Instead of comparing learnerS with each other. the instructor compares each individual . with
a predefined, objective standard of performance.
what the learner is expected to know or to be able
to do after instruction is complete. A criterion-ref.
erenced measurement ascertains the person’s statius
in respect to a defined objective or standard, and
test items, if tests are used, correspond to the objec.
tives. If the learner can perform what is called forin
the objective, he or she has been successful. If not.
criterion-referenced testing which tends to be more
diagnostic, indicates what the learner can and cannot
of
do, and more learning can be planned.
Some instructors may believe that a test should
Educational outcomes should be not be too easy, but the degree of difficulty of a test
may not be as important as whether a person can
perform. The instructor may believe that some of
the questions have to be difficult so that a spread of
scores is produced to separate the brightest from the
rest, the As from the Bs and Cs. Some tests are developed with the intent that not everyone will be successful and variation in individual scores is
expected. Students are graded in a norm-referenced manner by comparison with other individuals on the same measuring device or with the nom of the group. A norm-referenced instrument indicates, for example, whether the individual’s performance falls into the 50th percentile or the 9Oth per-centile in relation to the group norm. This method is not as appropnate
assessed.
Source: CDC Amanda Mills.
for affective and psychomotor objectives. With criterion-referenced evaluation, everyone can do well by attainins a minimum standard. Instruction has been successful when learners reach a defined level of expertise. The registration examinations for dietitians and for dietetic technicians are examples of criterion-referenced tests. Formative evaluation is almost always criterion-referenced. The instru tor wants to know who is having trouble learning, not where they rank compared with ohers. Summative evaluation may be either norm- Ot criterion-referenced.27
Types of Evaluation and Outcomes
After considering the purpose (why) and timing (when) of evaluation the educator should resolve the question of what to evaluate. se types of evaluation can be used in measuring effectiveness. These are measurement of participant (client, employee) reactions to progra ms;
318
(2) measuremcnt of behavioral change: (3) measurement of results in
Partica cipant Reaction to Programs
what should be evaluated. Were participants pleased and satisfied with the
NLUAING LEARNING
319
ation; (4) evaluation of learning in the cognitive, affective, and ps
an
sychomotor domains; and (5) evaluation of other outcomes. The
in
know aledee, attitudes or beliels, change in behavior, and other measures.
tion of health education is Minor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples inMinor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples in
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