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Nutrition education development would begin using educational theories to help understand the needs of the audience and analyze the potential barriers to acceptance of the information. We would want to involve teachers from San Pablo early in development to better understand the needs of the students there as well as their learning styles. The curriculum would be tested both with students in San Luis Obispo, potentially with the students at Pacheco Elementary School in conjunction with the sister garden, and with students in San Pablo.
Some of the educational theories that will be used in curriculum planning are briefly explained below:
Health Belief Model of Behavioral Change
The “Health Belief Model” offers an opportunity to understand what motivates or dissuades an audience from adopting new health behaviors. By identifying potential barriers as well as the audience’s understanding of their susceptibility to the effects of undernutrition, seriousness of those effects, and perceived benefits to dietary changes, the curriculum can be tailored to the audience for maximum effectiveness. The input of the community is critical in understanding these factors.
Logic Model of Educational Planning
The Logic model of educational planning can assist in development of curriculum. This model allows the team to work backward from the desired goals to identify design for the educational curricula and then the necessary inputs to implement the curricula.
Tripartite Approach to Learning:
The FAOs tripartite approach to learning acknowledges the many styles of learning as well as the many influences that contribute to a learner’s success. Our plan would incorporate this model to involve as many aspects of the community and school environment to increase the likelihood of positive outcomes.
Reference List:
Bergess, A. & Glasauer, P. (2004). Family Nutrition Guide. Rome, Italy: FAO Publications.
Contento, I. R. (2010). Nutrition education: Linking research, theory, and practice (2nd ed.). Sudbury, MA: Jones & Bartlett Publishers, Inc.
United Nations Food and Agriculture Organization. (2005). Nutrition education in primary schools (vol 1 & 2). Rome, Italy: FAO Publications.
United Nations Food and Agriculture Organization. (2005). Setting up and running a school garden. Rome, Italy: FAO Publications.
Nutrition education development would begin using educational theories to help understand the needs of the audience and analyze the potential barriers to acceptance of the information. We would want to involve teachers from San Pablo early in development to better understand the needs of the students there as well as their learning styles. The curriculum would be tested both with students in San Luis Obispo, potentially with the students at Pacheco Elementary School in conjunction with the sister garden, and with students in San Pablo.
Some of the educational theories that will be used in curriculum planning are briefly explained below:
Health Belief Model of Behavioral Change
The “Health Belief Model” offers an opportunity to understand what motivates or dissuades an audience from adopting new health behaviors. By identifying potential barriers as well as the audience’s understanding of their susceptibility to the effects of undernutrition, seriousness of those effects, and perceived benefits to dietary changes, the curriculum can be tailored to the audience for maximum effectiveness. The input of the community is critical in understanding these factors.
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| Image courtesy of http://nursingplanet.com/hbm.jpg |
Logic Model of Educational Planning
The Logic model of educational planning can assist in development of curriculum. This model allows the team to work backward from the desired goals to identify design for the educational curricula and then the necessary inputs to implement the curricula.
 |
| Modified version of figure 3-9 from Nutrition Education by Isobel Contento (2010, pg. 60) |
The FAOs tripartite approach to learning acknowledges the many styles of learning as well as the many influences that contribute to a learner’s success. Our plan would incorporate this model to involve as many aspects of the community and school environment to increase the likelihood of positive outcomes.
 |
| Image courtesy of FAO Publications: Nutrition Education in Primary Schools, vol 1, pg. 69 |
Reference List:
Bergess, A. & Glasauer, P. (2004). Family Nutrition Guide. Rome, Italy: FAO Publications.
Contento, I. R. (2010). Nutrition education: Linking research, theory, and practice (2nd ed.). Sudbury, MA: Jones & Bartlett Publishers, Inc.
United Nations Food and Agriculture Organization. (2005). Nutrition education in primary schools (vol 1 & 2). Rome, Italy: FAO Publications.
United Nations Food and Agriculture Organization. (2005). Setting up and running a school garden. Rome, Italy: FAO Publications.