communicating the how a program level perspective
TRANSCRIPT
Communicating the How
A program level perspective
2005 Health Literacy…More than Words on Paper
Focus
Effective adult learning methods Adult Learning Theory Learning styles Concrete strategies
2005 Health Literacy…More than Words on Paper
Introduction
Adult Learning Principles
Choice Theory
2005 Health Literacy…More than Words on Paper
Adult Learning Principles
Involve adults in planning and implementing activities. “Education is most effective when it is…directed by learners themselves” Auerbach (1992)
Use materials based on learner’s lives and experience.
2005 Health Literacy…More than Words on Paper
Adult Learning Principles (con’t)
Create an environment that encourages and supports learning (trust, mutual respect, self-esteem enhancing, safe, nonjudgmental, etc.)
Facilitate self-direction in learners so they can become proactive rather than reactive.
2005 Health Literacy…More than Words on Paper
Relationships
Glasser (1998, 2000) asserts that without relationships, learning cannot easily take place.
2005 Health Literacy…More than Words on Paper
Choice Theory
According to Choice Theory (Glasser, 1998), learning is a by-product of:
need-satisfying relationships a positive environment freely chosen, and useful activities
2005 Health Literacy…More than Words on Paper
Building RelationshipsConnecting behaviours
– Listening
– Supporting
– Encouraging
– Respecting
– Trusting
– Accepting
– Always negotiating disagreements
Disconnecting behavioursDisconnecting behaviours
-Criticizing-Criticizing
-Blaming-Blaming
-Complaining-Complaining
-Nagging-Nagging
-Threatening-Threatening
-Punishing-Punishing
-Bribing-Bribing
2005 Health Literacy…More than Words on Paper
Considering learning styles
“Adults learn most productively when the facilitating mode matches their … preferred learning behaviours and styles.”
(MacKeracher, 1998, p. 239)
2005 Health Literacy…More than Words on Paper
Learning Styles
Auditory: learns through verbal instructions from others or self
Visual: learns by seeing; watching
Kinesthetic/Tactile: Learns by doing; direct involvement
2005 Health Literacy…More than Words on Paper
Learning Task: Making healthy decisions
1.Talk to the person next to you about one healthy change you have made in your life.
Why did you make this change?
Where and how did you learn about it?
2. Share your answers with your small group and find what your answers have in common
3. Choose someone to report your ‘common answers’ to the big group
2005 Health Literacy…More than Words on Paper
Health and Literacy and Barriers
We reached ‘hard to reach’ families because we:
Went to where they were Created a safe, positive environment
(learner-centered approach) Were responsive to barriers
(transportation, childcare and others that came up)
2005 Health Literacy…More than Words on Paper
MethodsWe employed a population health
approach: Put resources (money, time & effort)
into healthy eating and relationship building
Modeled healthy lifestyles Kept class size small
2005 Health Literacy…More than Words on Paper
Peer Learning
Empowerment: We gave learners an active part in
developing their own learning content We let go of our own agenda We respected their informed decisions We established ourselves as learners
2005 Health Literacy…More than Words on Paper
Adapting to skill level
Reading – read to, with or independently, putting written material on tape for listening
Writing – dictation to independent
2005 Health Literacy…More than Words on Paper
Peer Leadership-Empowerment Model (Hohn, 2004, p. 6)
Adult health teams of 5 – 10 people who work with a facilitator, teachers, community health organizations and health practitioners.
Using teamwork and creative methods like drama, art and music, these teams used a peer learning approach to do a variety of activities, such as:
2005 Health Literacy…More than Words on Paper
Researching health information Teaching others about health Making and distributing health brochures Participating in or running health fairs Arranging for medical screening services at
the program site Documenting and taking action around
community health issues
2005 Health Literacy…More than Words on Paper
Empowerment Scale
Practitioner Centered Learner Centered
Treatment info Prevention info
Single modal Multi-modal
Intervention (illness) Empowerment (wellness)
2005 Health Literacy…More than Words on Paper
Case Study: Helping learning happen
Work in the small group at your table.
1. Choose an individual or group profile to work from (provided). Use the information you have received today to brainstorm how you could help that person(or group) learn what they want to learn.
2. Choose someone to report back to the big group.
2005 Health Literacy…More than Words on Paper
Adult Learning Theory
Inductive work: an activity that connects learners with what they already know and with their unique context
Input: an activity that invites them to examine new content (concepts, skills or attitudes)
2005 Health Literacy…More than Words on Paper
Implementation: an activity that allows learners to do something directly with that new content, somehow implementing it
Integration: an activity that integrates this new learning into their lives
2005 Health Literacy…More than Words on Paper
Adult Learning Theory Wrap Up
Methods Learning Styles Adapting to Skills Level Using the Four I’s
Nutrition Break
2005 Health Literacy…More than Words on Paper
Learning Task: How can health literacy be integrated into our daily work?
1. Talk to the person next to you. Describe one way you want to use today’s information in your daily work.
2. Discuss how can you make this a reality?
3. Share this with your small group
Questions and Final Comments
Thank you
2005 Health Literacy…More than Words on Paper
IALS (International Adult Literacy Survey)
Level 1
– 22% of Canadians have serious difficulty dealing with printed materials and likely identify themselves as someone who has difficulties reading
2005 Health Literacy…More than Words on Paper
Level 2– 24 – 26% of Canadians can only deal with
material that is simple and clearly laid out, and material in which the tasks are not too complex. They read, but not well.