Epidemiological Rationale for Topic (statistics related to topic):
In the year 2012, more than 840,000 people died of diarrheal diseases globally due to poor hygiene, sanitation and water (World Health Organization, 2013).
Water resource, hygiene, and sanitation contribute at least 10% of disease burden in the world (World Health Organization, 2013). Therefore, managing them would significantly offset the high cost of global healthcare.
Measures that promote primary health such as washing hands with soap and boiling water for domestic use reduced the risk of contracting diarrheal diseases by 50% (World Health Organization, 2013).
Lack of awareness
Ages of participants
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Arriving at the learning center and leaving on time
Participants carrying writing material and using them during the sessions
Participating actively through asking and answering questions
Learning Theory to Be Utilized: Explain how the theory will be applied.
Vygotsky's constructivist learning theory will be applied by making participants own the learning process such that the teacher only facilitates their engagement during the learning sessions (Badie, 2016). The instructor will introduce the topic and then involve the participants in the discussions. For example, they could be asked to suggest the environmental issues that affect their health, and activities that could promote health. The teacher could then help them to add to their knowledge by exploring the ideas that they have given together with them.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
The teaching program will use objective EH-24, which seeks to "Reduce the global burden of disease due to poor water quality, sanitation, and insufficient hygiene" (HealthyPeople.gov, 2018). This objective precisely relates to the three environmental issues that the community around Winsor Nursing Home Cypress has put great effort to improve: water, hygiene and sanitation.
How Does This HP2020 Objective Relate to Alma Ata's Health for All Global Initiatives
Objective EH-24 relates to Alma Ata's Declaration because first, it perceives well-being as a global concern, and is thus in line with declaration 9 in the Alma Ata document. Secondly, it focuses on water, hygiene and sanitation which are pillars of primary health as provided in sixth Declaration in the Alma Ata.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective and Domain
Example - Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content (be specific)
Example - The Food Pyramid has five food groups which are....
Healthy foods from each group are....Unhealthy foods containing a lot of sugar or fat are....
(label and describe)
Example - Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. Participants to provide environmental health issues that lead to illness and mortality
1. Poor hygiene, poor sanitation, and poorly managed water resources
1. The class haves a guided discussion on the health issues, defines them, thinks of examples of cases and events.
2. The class identifies diseases caused by the identified environmental issues.
2. Diarrheal diseases like cholera, typhoid, and bacterial infection 2. Explain the symptoms of each of the provided diseases by listing them on the flip chart. Help the class to differentiate them
3. How to prevent the diseases caused by the environmental issues
3. Good management of water resources, purifying water for use, washing hands
3. Instructor explains how water resources can be managed, and participants are given a minute to practically demonstrate the correct way to wash hands
4. Benefits of disease prevention
4. Reduced mortality, better quality of life and reduced burden of healthcare 4. The instructor provides the main points in the slides, and allows the class to explain them.
Creativity: How was creativity applied in the teaching methods/strategies?
Creativity was applied through the use of practical demonstrations and illustrations in slides that appealed to people of all ages and diverse literacy levels. In addition, the chart helped the instructor to clarify ideas to the class.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
First, I will measure awareness of environmental health issues that lead to illness and mortality by asking random questions to see the relevance of the participants' responses.
Secondly, I will measure participants' awareness of the diseases caused by the three environmental issues. This will also be measured by asking questions to see how the class responds.
Thirdly, I will measure their knowledge of how to prevent the diseases caused by the environmental issues by giving the participants opportunity to share their personal experiences.
Lastly, I will measure the participants' knowledge of the benefits of disease prevention by asking random questions in class to see their responses.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
I could evaluate the overall effectiveness of your teaching plan by asking the participants to write short reflections of the learning sessions, explaining their initial expectations and whether they were met as well as what I should have done differently. The evaluation should be done at the end of the last session with the class.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Each lesson will be evaluated in the subsequent sessions. The evaluation could mainly use demonstrations and verbal questions. The effectiveness of the teacher would be demonstrated by learners' level of participation in the demonstrations and in answering the questions.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
The barrier that could impair learning is attitude. The teacher must help the people who have wrong attitude towards the subject to appreciate its significance by providing its epidemiological rationale.
The second barrier could be age and social disparity among the participants. To overcome this barrier, the teacher should develop creative learning approaches that make sense and appeal to people of all classes and ages.
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
I would hook the audience in by showing them pictures and statistics related to topic on the presentation sides. To go out with a bang, I would end the presentations with an interesting story that would excite everyone, and make them remember the main concept in the class. I would employ facial expression, gestures and pauses to attract the audience attention, emphasize thoughts, and create continuity.
Identify the best approach for teaching: What would be the best approach for teaching this community.
The best approach for teaching this community is the use of verbal and practical student-engagement (Badie, 2016).
Badie, F. (2016). A SEMANTIC REPRESENTATION OF ADULT LEARNERS' DEVELOPING CONCEPTIONS OF SELF REALISATION THROUGH LEARNING PROCESS. INTED2016 Proceedings. Retrieved from http://www.academia.edu/24307003/A_SEMANTIC_REPRESENTATION_OF_ADULT_LEARNERS_DEVELOPING_CONCEPTIONS_OF_SELF_REALISATION_THROUGH_LEARNING_PROCESS
HealthyPeople.gov. (2018, February 8). Environmental Health. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/environmental-health/objectives
World Health Organization. (2013). Mortality and burden of disease from water and sanitation. Retrieved from http://www.who.int/gho/phe/water_sanitation/burden/en/index2.html
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