Ready, Set, Teach!

1. Ready, Set, Teach! Designing and Implementing Lessons Presented by: Lizett Olivares, RD Network for a Healthy California- Monrovia USD

2. Have you ever sat in a class and thought to yourself… • This teacher/professor does not know how to teach! • Several of my professors in college are smarter and know much more than I will ever know, but they seemed to fail to deliver the information I needed to learn in a way that I could easily retain it.

3. BE E-F-F-E-C-T-I-V-E! • In order to learn effectively, a student needs to be taught effectively… • Engage students • Positive learning environment • Sequential organization of material presented • Use of various teaching modalities • Checking for understanding

4. Lesson Preparation • CA Standards for Teaching • Standard 3: Understanding & organizing subject matter for student learning • Standard 4: Planning instruction & designing learning experiences for all students • Standard 5: Assessing student learning

5. Lesson Design Recipe and standard introduction Nutrition Ed. lesson & activity Overview of HOTM information Cooking demo & Taste test Checking For understanding • Review of key • Concepts in lesson • Ask questions • directed towards • the application of the skill • Nutrition content • Discussed • Skill is modeled • Teaching techniques-cooperative • learning, thinking • maps, games • Nutrient info • Shopping & • Storing • Minimal trivial • facts • Chef demos step • by step • Students do • Recipe and taste • test • Highlight HOTM • in recipe • Use kid-friendly • Language to • Present standard

6. We feature 9 months of HOTM with CHECS lessons throughout the school year. October- June

8. Who adapts and designs the lessons? • RD • 3 nutrition educators • Chef • teacher

9. Week One: • Chef introduces recipe to staff • recipe & demo format already written • Review overarching standard and individual standards • Brainstorm nutrition ed. activities to meet standard • Review existing resources

10. Review and understand overarching standard Generate a list of existing resources that address skill in the standard Develop cooperative learning strategies for cooking and nutrition activity Review individual standards PreK adaptation 3-8th adaptation K-2nd grade adaptation Conceptualizing a Lesson

11. Bloom’s Taxonomy CHES- 8 standards Low NSD • Essential Concepts • Analyzing Influences • Accessing Valid Information • Interpersonal Communication • Decision Making • Goal Setting • Practicing Health Enhancing Behaviors • Health Promotion High NSD

12. Week Two: • Complete first draft of nutrition education lesson plan. • Generate a final list of materials needed (including equipment needed). Week Three: • Create or revise lesson materials needed for first demonstration. • Submit for PM approval. • Shop for recipe ingredients.

13. Week Four: • At our staff meeting, RD presents an introduction to the lesson standard and key information to share in the lesson. • Lesson is modeled by lead chefs exactly how it should be done in the class. • Lower grade & upper grade • Revise lesson plan if necessary. • Complete lesson materials. • Chefs schedule time to study lesson plan. • Order produce and supplies for lessons.

14. Training • Components of training: • Rationale & examples of applying CHECS • Nutrient and basic trivia info about HOTM • Review of nutrition concept in order to carry out nutrition activity • Taste testing of HOTM • Occasional quizzes • Reflections & improvements • Additional teaching supplements may be provided for the lessons.

15. Chef Morrison’s cheat sheet for conducting a lesson

16. Monitoring of lesson implementation • The first week of lessons, a different chef will model the lesson during our staff meeting. • Ensures staff has understanding of how lesson should be delivered • RD, senior nutrition educator, and Project Coordinator (PC) do coaching in the classroom during the first week of lessons. • RD monitors nutrition content accuracy • Nutrition educator & PC coach on classroom management

17. Teacher Feedback form • Please pull out the pink half sheet in your folder. • This is an evaluation for the teacher to fill out after the chef conducts the lesson. • Great feedback for chef and PC • Chef can use this tool when filling out their PTRA form • Keeps teacher engaged throughout lesson • An especially useful tool if you don’t have staff available to do lesson observations

18. How do our Chefs schedule lessons? • Produce a generic schedule with time slots • Schedule teachers for entire year • Consider school calendar or celebrations to avoid conflicts • Effectively teach 3-4 lessons per day • Prep-time between 15-45 minutes • Lesson reminders • Cooking carts/cafeteria tables to teach lessons

21. Positive Outcomes Standards-based instructions Teacher buy-in Students & participants learn more effectively PTRA Model assists educators to teach more effectively Challenges Every lesson/month is different Time consuming process Grade-level adaptations Team effort Various revisions Achieving proficiency of CHECS What We’ve Learned

22. This material was produced by the California Department of Public Health’s Networkfor a Healthy California, with funding from the USDA Supplemental NutritionAssistance Program (formerly the Food Stamp Program). These institutions areequal opportunity providers and employers. In California, food stamps provideassistance to low-income households, and can help buy nutritious foods for betterhealth. For food stamp information, call 877-847-3663. For important nutritioninformation visit www.cachampionsforchange.net. Contact info: Lizett Olivares, RD lolivares@monrovia.k12.ca.us (626) 471-3077