The Fight against Excess Weight - Essay Example

Teaching Strategies and Resources Lesson Planning: strategies and Resources Context: Community Health Target Learners: Parents of obese/overweight teenagers Purpose: To expose students to theoretical and practical knowledge on how obesity can be handled Aim: parents and the affected teenagers will implement the knowledge gained into their daily activities. Length of Lesson: three Saturdays (9-12, 1-4; total: 18 hours) Objectives Content Outline Method of Instruction Time Allotted Resources Method of Evaluation The following objectives are: Class lesson presentation using PowerPoint and chalkboard Training students know how research using computer internet 1. Obesity and its impacts a. what obesity is b. Contributing factors to obesity c. nutritional products to counter obesity d. Impacts of obesity and prevention 2.Internet information a. safe sites to acquire information b. How to use online books c. use of old and new information Lecturing Student contribution Guided instructions Students participation 3 hours 3 hours Manuals Softcopy notes Projectors Manuals Computers Internet servers and internet connectivity devices (modems) Random question Successful search and research completion by the student Training students on how to use library information Let students form group discussion for better understanding Let students undertake practical sessions including physical activities Testing the students 3. Library information a. Using library catalog b. the kind of information to retrieve c. Books, magazines and journals to be read d. Schedule for library lessons 4. Forming effective discussion groups a. Number of students per group b. Compositions of the group members c. Topics to be covered by each group 5. Physical activities a. The kind of physical activities applicable b. Try some of the activities c. How to do the activities d. when to do e. Video recorded demonstrators 6. Administering a test a. The theory lectures taught b. Research lessons Active Student participation Guided instructions Active student participation Teacher’s guide Cooperative participation Active student participation Video watching Tackling the test 2hours 3hours 5 hours 2hours Resource centre Students notes Research notes Manuals Video screen Video tapes Question papers Answer sheets and pen Ability to use library information successfully Students output, comments and suggestions Question-Answer sessions Physical activity Test results Discussion The topic of study is based on victims of obesity in the context of community health. The lesson is designed for parents with obese children and teens that are obese. The main purpose of the lesson is to expose the participants in both practical and theoretical ways of preventing obesity. The students are taken through class lesson, internet research of information on obesity, library utilization, discussions, physical activities and testing the students. The lesson will give the participants more knowledge causes and consequences of obesity, the kind of nutrition to stick to and the physical activity the obese are to undertake. Several objectives are aimed at during the lesson administration. 1. Class lesson presentation using PowerPoint and chalkboard This objective is aimed at introducing the students to the topic so that they can have proper information on the causes of obesity, nutrition, and the impacts of obesity to lives of the affected individuals and the society in general. 2. Training students know how research using computer internet This objective assists the student to use the internet to get more information on obesity which includes prevention, online lectures on obesity reduction, health challenges and online free online courses on physical activities. 3. Training students on how to use library information Library provides individuals to acquire information which has been documented In books, magazine and journals. The information is genuine and based personal interviews or experiences. The library acts as a reliable source of information since it is cheap to acquire. 4. Let Students Form Group Discussion Groups For Better Understanding Discussions assist the students to internalize the theory part of their lesson and assist them to learn more from their colleagues. The question-answer session offers the teacher an easy way of evaluating the students. 5. Let students undertake practical session including physical activities This objective aims at exposing the students to physical activities which are very important in an obese person. The flexibility and ability of the student to undertake the actual physical activity enabling the teacher assess their capacity. 6. Testing the students This objectives act as a tool for evaluating the students’ knowledge on what they have learnt. Different people operate differently just like students in a classroom. Students have different ways of doing things, they answer questions differently. Some students are slow learners, others are fast learners while others are not sure of what they are in class for which is influenced by several factors either internal or external (Shindler, 2010). Understanding the every student requires that the teacher identify the needs of each for example adolescent students needs to be handled with care because they overreact so easily and expect all that they say to be true (Marzano & Association for Supervision and Curriculum Development, 2005). A teacher has to devices ways of dealing with the different kinds of learners in the classroom. Being a different generation, teachers have to keep in mind that being taught only is not enough; the students require applicable knowledge and practical skills for them to be competitive in the current era. With technology, students can acquire information from different sources; therefore, the classroom capacitates the students take part in personal learning and mutual participation in activities which help in individual growth (Benson, 2003). When a teacher is open and approachable, it creates a favorable environment for students who are shy and slow to seek for help (Crawford, 2005). The teacher should be willing to share their person experiences with the students or use real examples. Creating a question answer session in class gives a chance for all students to participate. For example, the teacher can use device a way which a student either asks a question or answers, the shy students will have no choice but to talk, it gradually gives them courage and confidence to speak in front of other people (Shindler, 2010). The teacher should can adopt a student-teaching strategy where a student takes up a topic and teach their colleagues as the teacher listens. Glanz (2004) states that students get to learn different values and community norms from each other. This strategy will assist the teacher in learning the strengths and weaknesses of each student which will give the teacher a chance to treat every student as per their classroom needs. Class discussions are widely used, they enable students learn different methods of doing their work, grasp what they are taught easily and to be more open. Discussions give a chance to every student to contribute to a topic. Benson explains that illustrations while teaching enables students to easily memorize what they learn (2003). Young students require the use of toys and pictures because they give more attention to attractive materials (Glanz, 2004). Old people need illustrations in terms of graphs and formulas. Slow learners benefit a lot from the strategy. Anticipatory set Activity Content Time Strategy 1.Pre-class assignment 2. In-class assignment Physical activity Demonstration 30 minutes 15 minutes Students write down examples Students give personal experience Closure The class to form groups of four in which they will discuss on the kinds of food, the type and amount of exercise they do each day. The exercise discuss should not be strenuous. The students will then compile a report on various topics of discussion and present before the class. Instructional resources The instructional resources used during the lesson include, computers, manuals and handouts, video tapes and online resources. Computers were used to generate Microsoft word and Microsoft PowerPoint documents for students. Manuals and handouts are printouts and copies which had all the notes the students require during their lesson. They also used the manuals to refer to while conducting their discussions. Video tapes were used during practical activities where students followed recorded physical activities by demonstrators and past participants. Online resources were retrieved from the internet when students sere conducting research on additional information and facts about obesity worldwide. Student-centeredness Active participation: the students ask and answer questions, the students becoming teachers of their colleagues, participate in debates and discussions. The teacher acts as a guide. Cooperative learning: the students form groups which they work in unison towards solving a task, conduct research on a given project. Discussion groups were formed which composed of all sexes. Physical activities were undertaken in groups. Inductive learning: the students were subjected to tests to determine their understanding. The students were also presented with questions which they had to solve by looking for information from the library and internet. In conclusion, the objectives of the lesson include training of student on how to use the internet and library to search for information, engaging students in discussion and engaging students in physical activities. The expected goal was to ensure that the parents and teenagers affected gain enough knowledge and implement in their daily activities. Several instructional materials were used: computers, manuals, handouts and online resources as well as the library. The lesson was student centered where active participation, cooperative learning and inductive teaching were incorporated. References Benson, B. (2003). How to meet standards, motivate students, and still enjoy teaching!: Four practices that improve student learning. Thousand Oaks: Corwin Press Crawford, A. (2005). Teaching and learning strategies for the thinking classroom. New York, NY: International Debate Education Association. Glanz, J. (2004). Teaching 101: Classroom strategies for the beginning teacher. Thousand Oaks, Calif. ; London: Corwin Press. Marzano, R. J., & Association for Supervision and Curriculum Development. (2005). A handbook for classroom management that works. Alexandria, Virg: Association for Supervision and Curriculum Development. Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco: Jossey-Bass. Read More