nutrients · web view2019. 2. 26. · we appreciate your strong support through the entire...

IDD 610 Mathews, Davenport, & GurayaRunning Head: Report 4

David Mathews, Shelby Davenport and Mona Guraya

Instructional Design Report 4

University of Alabama at Birmingham


Goal Statement

At the conclusion of this training the volunteers at Blazer Kitchen will be able to explain

to the shoppers at Blazer Kitchen nutritional information regarding the foods that are available

within the kitchen as well as how shoppers can put together a nutritious meal.

Deliverables that Achieve the Goal

Large Poster 1

Why is it important to eat vegetables? Eating vegetables provides health benefits –

people who eat more vegetables and fruits as part of an overall healthy diet are likely

to have a reduced risk of some chronic diseases. Vegetables provide nutrients vital for

health and maintenance of your body.

Nutrient Rich

Most vegetables are naturally low in fat and calories. None have cholesterol. (Sauces

or seasonings may add fat, calories, and/or cholesterol.)

Vegetables are important sources of many nutrients, including potassium, dietary

fiber, folate (folic acid), vitamin A, and vitamin C.

Diets rich in potassium may help to maintain healthy blood pressure. Vegetable

sources of potassium include sweet potatoes, white potatoes, white beans, tomato

products (paste, sauce, and juice), beet greens, soybeans, lima beans, spinach, lentils,

and kidney beans.

Dietary fiber from vegetables, as part of an overall healthy diet, helps reduce blood

cholesterol levels and may lower risk of heart disease. Fiber is important for proper

https://www.choosemyplate.gov/sites/default/files/misc/dietaryguidelines/MyPlateMyWinsTips.pdf


bowel function. It helps reduce constipation and diverticulosis. Fiber-containing foods

such as vegetables help provide a feeling of fullness with fewer calories.

Folate (folic acid) helps the body form red blood cells. Women of childbearing age

who may become pregnant should consume adequate folate from foods, and in

addition 400 mcg of synthetic folic acid from fortified foods or supplements. This

reduces the risk of neural tube defects, spina bifida, and anencephaly during fetal

development.

Vitamin A keeps eyes and skin healthy and helps to protect against infections.

Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy. Vitamin C

aids in iron absorption.

Health Benefits

Eating a diet rich in vegetables and fruits as part of an overall healthy diet may reduce

risk for heart disease, including heart attack and stroke.

Eating a diet rich in some vegetables and fruits as part of an overall healthy diet may

protect against certain types of cancers.

Diets rich in foods containing fiber, such as some vegetables and fruits, may reduce

the risk of heart disease, obesity, and type 2 diabetes.

Eating vegetables and fruits rich in potassium as part of an overall healthy diet may

lower blood pressure and may also reduce the risk of developing kidney stones and

help to decrease bone loss.

Eating foods such as vegetables that are lower in calories per cup instead of some

other higher-calorie food may be useful in helping to lower calorie

https://www.choosemyplate.gov/sites/default/files/misc/dietaryguidelines/MyPlateMyWinsTips.pdf


Poster 2

Key nutrients found in whole grains:

Fiber: The bran provides most of the fiber in whole grains.

Vitamins: Whole grains are particularly high in B vitamins, including niacin, thiamin and

folate

Minerals: They also contain a good amount of minerals, such as zinc, iron, magnesium and

manganese.

Protein: Whole grains provide several grams of protein per serving.

Antioxidants: Several compounds in whole grains act as antioxidants. These include phytic

acid, lignin and sulfur compounds

Plant compounds: Whole grains deliver many types of plant compounds that play a role in

preventing disease. These include lignans, stanols and sterols

Key nutrients in one ounce (28 grams) of dry oats

Fiber: 3 grams

Manganese: 69% of the RDI

Phosphorous: 15% of the RDI

Thiamin: 14% of the RDI

Magnesium: 12% of the RDI

Copper: 9% of the RDI

Zinc and iron: 7% of the RDI

Poster 3

Nutritional Value of Protein

How is protein used by the body?

https://www.healthline.com/nutrition/9-benefits-oats-oatmeal/


Proteins have many different jobs within the body. As previously mentioned, the body uses

proteins for energy. Protein is also used as an enzyme, which starts reactions within the body,

including metabolism, and gene growth & repair. Proteins are also used by the body to carry

signals from one part of the body to another and to form structures, including muscles.

How much protein do I need in my diet?

Protein should account for 10-35% of your daily caloric intake. Many nutrition experts also

recommend an intake of 1 gram of protein per 1 kilogram of body weight (0.4 g per pound).

Consuming too much protein may be harmful to the body. High amounts of protein in the diet

put stress on the kidneys and liver as they try to dismantle and dispose of the extra protein.

Sources of protein: Meat products (hamburger, fish, chicken), dairy products (cheese, milk,

yogurt, cottage cheese), eggs, tofu, lentils, and soymilk.

Eating complete protein (containing all amino acids) will help ensure that you do not become

deficient in essential amino acids. Complete proteins include meat, poultry, fish, dairy, eggs, and

soy (a non-animal source). Nuts, grains, fruits, and vegetables are typically incomplete. For this

reason, it is important for vegetarians to pair non-animal products wisely in order to consume all

essential amino acids in their daily diet.

Nutrients and Health Benefits of Dairy

Consuming dairy products provides health benefits – especially improved bone health.

Foods in the Dairy Group provide nutrients that are vital for health and maintenance

of your body. These nutrients include calcium, potassium, vitamin D, and protein.


Nutrients

Calcium is used for building bones and teeth and in maintaining bone mass. Dairy

products are the primary source of calcium in American diets. Diets that provide 3

cups or the equivalent of dairy products per day can improve bone mass.

Diets rich in potassium may help to maintain healthy blood pressure. Dairy products,

especially yogurt, fluid milk, and soymilk (soy beverage), provide potassium.

Vitamin D functions in the body to maintain proper levels of calcium and

phosphorous, thereby helping to build and maintain bones. Milk and soymilk (soy

beverage) that are fortified with vitamin D are good sources of this nutrient. Other

sources include vitamin D-fortified yogurt and vitamin D-fortified ready-to-eat

breakfast cereals.

Milk products that are consumed in their low-fat or fat-free forms provide little or no

solid fat.

Health benefits

Intake of dairy products is linked to improved bone health and may reduce the risk of

osteoporosis.

The intake of dairy products is especially important to bone health during childhood

and adolescence, when bone mass is being built.

Intake of dairy products is also associated with a reduced risk of cardiovascular

disease and type 2 diabetes, and with lower blood pressure in adults.

Why is it important to make fat-free or low-fat choices from the Dairy Group?


Choosing foods from the Dairy Group that are high in saturated fats and cholesterol

can have health implications. Diets high in saturated fats raise "bad" cholesterol levels

in the blood. The "bad" cholesterol is called LDL (low-density lipoprotein)

cholesterol. High LDL cholesterol, in turn, increases the risk for coronary heart

disease. Many cheeses, whole milk, and products made from them are high in

saturated fat. To help keep blood cholesterol levels healthy, limit the amount of these

foods you eat. In addition, a high intake of fats makes it difficult to avoid consuming

more calories than are needed.

Nutritional benefits of Fats and Sugars

Fats and carbohydrates should provide the bulk of your diet, calorie-wise, states the

University of Illinois McKinley Health Center. Fats should account for at least 20 percent

of your daily calories, but no more than 35 percent. Aim for the majority of your fat

calories to come from plant sources and avoid trans fats found in processed baked goods

and fried foods.

Of the 45 to 65 percent of calories that should come from carbohydrates, the Centers for Disease

Control and Prevention encourages you to eat half from whole grains and to consume simple

sugars through natural, whole-foods.


Posters


Posters for Blazer Kitchen


Instructional Deliverables

Learning Component Pretest DirectionsPretest Directions: Assess your knowledge! Answer the questions below to

determine your knowledge of the course content. Posttest EvaluationProvide your answer in the blank space below each question.

1. State the general caloric requirements for active males and females ages 18-25.

2. State the general caloric requirements for inactive males and females ages 18-25.

3. State the three macro-nutrients.

4. Provide an example of a protein.

5. Provide an example of a carbohydrate.

6. Provide an example of a fat.

7. State the required sodium, fat, and cholesterol daily intake.

8. Provide an example of a healthy breakfast.

9. Provide an example of a healthy lunch.

10. Provide an example of a healthy dinner.

11. Provide an example of healthy snacks.

12. Provide an example of healthy beverages.


13. Provide three examples of a food in the fruits and vegetables food group.

14. Provide three examples of a food in the meats food group.

15. Provide three examples of a food in the grains and cereals food group.

16. Provide three examples of a food in the milk and dairy food group.

17. Compare and contrast nutritious foods with non-nutritious

foods.

18. State the recommended caloric intake for an active male aged 24.

19. Develop a meal plan for an active male aged 24.

20. Given a scenario including the shopper’s age, activity level, and gender, develop a one-day meal plan for that shopper including snacks and beverages. The shopper is a sedentary, 27-year-old female.

Student Feedback:

Learning Component Assessment 1Preinstructional Activity.

Directions: Print or view the worksheet so that you can follow along with the following video. Play: Basic Nutrition and Macro-Nutrients video. In the video, the basics of nutrition are covered. Calories, protein, carbohydrates, and fats are covered. The function of protein, carbohydrates, and fats are discussed. An example of

https://www.youtube.com/watch?v=cKRf53I737E

https://www.youtube.com/watch?v=cKRf53I737E


foods within these categories are also given. After the video has finished playing, fill out your assessment sheets. Basic Nutrition and Macro-Nutrients Assessment

1. Based on the video, list the three macro-nutrients.

2. What are the two types of carbohydrates?

3. Give an example of a protein.

4. Give an example of a food high in carbohydrates.

5. Give an example of a fat.

6. One of the functions of protein in the body is to __________ muscles.

7. The body’s preferred source of energy is _____________.

8. ________ carbs keep you fuller for longer.

9. True or false: the majority of your diet should consist of fats.

10. True or false: as long as you have one type of macro-nutrient in your diet, you’ll be okay.

Student Feedback:

Session 1. How to Determine Estimated Caloric Needs per day, by Age, Sex, and Physical Activity Level for objectives 1.1, 1.2, 1.3 When Asked Determine Caloric Needs Per Day for an18-24-Year-Old Clearly determine caloric needs correctly and then determine ways to correctly determine


caloric need based on age, sex, physical activity level. Learning this information can help the shoppers at Blazer Kitchen to have better focus on the foods that they are eating, and shoppers may have never taken into account the caloric needs of foods that they are eating! Additionally, this learning can be transferred into jobs settings that you may seek in the future and this experience will look good in resume. Adhering to Blazer Kitchen mission to increase food security in the UAB community by providing healthy food, resources, and referrals to UAB employees, students, patients and their families is a rewarding experience by sharing testimonials. Additionally, it is important to note that some shoppers may take offense when approach the topic of nutrition and health, so it is important to approach the subject in a respectful manner. This chart on how many calories you need can be embedded in Blazer Kitchen Volunteer training website and job aids can also be used as reference. Facilitator instructions and description of the topics that will be covered

1. View the chart designed help volunteers to determine how to calculate caloric need. 1.1. Follow the chart to calculate caloric need of 18-24-year-old active males and females

using different weights and height. 1.2. Follow chart to calculate the caloric needs of 18-24-year-old inactive males and

females using different weights and heights. 1.3. Google common foods that you may eat and view product labels and caloric

information.1.4. Asses the caloric information of foods in Blazer Kitchen1.5. Always be reminded of the effect of under consuming and overconsuming food on

brain and body. 1.6. Reflect on instruction and problem solve on how to best assist shoppers on caloric

needs based on job aids.

Student Feedback:

Session 2. Match Each Type of Food Group Available to the Corresponding Food Group for objectives 2.1, 2.2, 2.3, 2.4, 2.5, 2.6This information does have a right and wrong answer, so it is important for you to answer correctly. Unbalanced meals and consumption of only Ramen noodles is not a good option for best performance as a student as it can affect mind and body. Additionally, remember that this learning can be transferred into jobs settings that volunteer learners may work in in the future and this experience will look good on resume. The learners should be informed that adhering to Blazer Kitchen mission to increase food security in the UAB community by providing healthy food, resources, and referrals to UAB employees, students, patients and their families is a rewarding experience. Additionally, remember that some shoppers may take offense when approach the topic of nutrition and health, so it is important to approach the subject in a respectful manner.

https://www.webmd.com/diet/guide/calories-chart

https://www.webmd.com/diet/guide/calories-chart


Facilitator instructions and description of the topics that will be covered

1. State the food groups.

1. Provide examples of foods within each food group.

2. Explain what makes each food fit within each food group.

3. Note any discrepancies.

2. State common foods available in Blazer Kitchen using job aids.

1. Match the foods available to the corresponding food group.

3. View job aids on food grouping and stress on importance sharing the information on job aids correctly as this knowledge will be used to assist shoppers in making selections based on Blazer Kitchen guidelines.

1. Familiarize yourselves with the skill of sharing job aids with shoppers, asking questions, and encouraging shoppers in making healthy choices.

2. State the health conditions that can be cause by eating unbalanced diet.

3. State the recommended quantities of carbohydrate, fats, proteins, produce, dairy and milk day.

Student Feedback:


Session 3, How to Identify Food Groups: Fruits and Vegetables, Grains and Cereals, Meats, Milk and Dairy, and Product Labels for Objectives 3.1, 3.2, 3.3, 3.4, 3.5, & 3.6 When Asked in Writing to Identify the Food Groups and Identify Sodium, Fats, and Sugars, Learners Identify Correctly.This information does have a right and wrong answer, so it is important to clearly state what causes each item to belong to each food group, as well as discuss the ways to correctly identify sodium, fats, and sugars on a product label. Learning this information can help the shoppers at Blazer Kitchen to have better quality of life and that the shoppers may have never taken into account the nutritional value of foods that they are eating. As always, remember that some shoppers may take offense when approach the topic of nutrition and health, so it is important to approach the subject in a respectful manner.

Facilitator instructions and description of the topics that will be covered

1. State the importance of understanding how to read a product label.

1.1. State the common nutritional facts on a product label.

1.2. Stress the importance of not overconsuming calories, protein, carbohydrates, and fats.

1.3. State the health conditions that can be cause by overeating.

1.4. State the recommended quantities of fats, sugars, and cholesterol that should be consumed per day.

2. State that it is very easy to overconsume fats, sugars, and cholesterol in one day, give an example of a common food that is over the recommended serving size, but that people usually eat in excess. (Such as chips, candy, etc.)

2.1. Google a product label for a common food that is over the recommended serving size for one serving, but that people usually eat in excess. (Example, popcorn)


2.2. Note the fat, sugars, and cholesterol content and compare it to the recommended serving size.

2.3. Provide examples of alternative snacks that do not exceed the recommended serving size.

Student Feedback

Session 4, How to Identify the Nutritional Value of a Product: Practice for Objectives 4.1 & 4.2. Given a Product Label, Determine the Nutritional Value of a ProductThis skill is important for each volunteer to have, so group participation should not be the main objective. Google varied product labels to that the you can see an example of a nutritional product vs. a non-nutritional product. Play video: How the food you eat affects your brain.

Facilitator instructions 1. Google a minimum of five product labels, preferably of common foods or snacks. The

form should state the recommended caloric, sugar, sodium, and cholesterol intake for one serving.

2. State for each product whether the: calories, sugar, sodium, and cholesterol, are above the recommended serving size for one serving.

Student Feedback

Session 5: Explain how much of each food Group is Necessary to Consume in Order to Maintain a Nutritional Diet for Objective 5.This information requires for you to explain what a nutritional diet entails, and the daily requirement needed to maintain a nutritional diet. It should be noted that good nutrition is the key to good performance in school. Helping student shoppers make good nutritional choices by learning what these choices are should help both the learner and target audience. This learning can be transferred into jobs settings that volunteer learners will work in the future and

https://www.youtube.com/watch?v=xyQY8a-ng6g

https://www.youtube.com/watch?v=xyQY8a-ng6g


this experience will look good on resume. Adhering to Blazer Kitchen mission to increase food security in the UAB community by providing healthy food, resources, and referrals to UAB employees, students, patients and their families is a rewarding experience. As always, remember that some shoppers may take offense when approach the topic of nutrition and health, so it is important to approach the subject in a respectful manner.

Coaching Case Study

Video: https://coachcampus.com/coach-portfolios/case-studies/ying-xi-alvin-koh-active-listening-and-powerful-questioning/

Note: Adults 18 years or older should not consume more than 300 mg of cholesterol in a

day. Adult women 18 years or older should not have more than 25 g of sugar in a day. Adult men 18 years or older should not have more than 38 g of sugar in a day. Adults 18 years or older should not consume more than 2,300 mg of sodium in a day.

1. View samples of the nutritional meals using job aids and video on nutrition.

2. Use the items in Blazer Kitchen and categorize the same into nutritious meal and non- nutritious meal.

3. Explain why the meals are nutritious and non-nutritious.

4. Write a reflection to explain the importance of nutritious meal.

5. Recall the effective, inoffensive questioning strategy to help make nutritious choices by using Coaching Case Study on Active Listening and Powerful Questioning as a reference.

5.1. Create 5 questions that are effective and inoffensive regarding approaching shoppers on the topic of nutrition and healthy eating.

Student Feedback


Session 6, Create a Nutritional Meal Plan for Each Meal of the Day that Includes Meals, Snacks, and Beverages: Practice for Objectives 6.1, 6.2. & 6.2 Given Job Aids, Create a Meal Plan for Once DayThis practice assignment will give you the knowledge that they need to provide shoppers with healthy meals, snacks, and beverage ideas for one day. Use all of the knowledge that they have gathered so far in this training. Using job aids that will provide you with information regarding caloric intake, sugar, sodium, fat, and cholesterol intake, you should develop a meal plan that does not exceed the recommended calories for one day (for a person of their gender and age) by 100 calories, and does not exceed the recommended sugar, sodium, fat and cholesterol intake.

Facilitator instructions 1. Provide four examples of healthy snacks.

2. Provide two examples of healthy beverages (remember that beverages can oftentimes contain above the recommended sugar serving size).

3. Obtain job aids as well as a blank piece of paper to write your meal plan on.

4. Take 15 minutes to develop a meal plan for one day that includes one meal for each meal of the day, snacks, and beverages.

Student Feedback:

Learning Component Posttest DirectionsPosttest Directions: Assess your knowledge! Answer the questions below to

determine your knowledge of the course content. Posttest EvaluationProvide your answer in the blank space below each question.

1. State the general caloric requirements for active males and females ages 18-25.

2. State the general caloric requirements for inactive males and females ages 18-25.


3. State the three macro-nutrients.

4. Provide an example of a protein.

5. Provide an example of a carbohydrate.

6. Provide an example of a fat.

7. State the required sodium, fat, and cholesterol daily intake.

8. Provide an example of a healthy breakfast.

9. Provide an example of a healthy lunch.

10. Provide an example of a healthy dinner.

11. Provide an example of healthy snacks.

12. Provide an example of healthy beverages.

13. Provide three examples of a food in the fruits and vegetables food group.

14. Provide three examples of a food in the meats food group.

15. Provide three examples of a food in the grains and cereals food group.

16. Provide three examples of a food in the milk and dairy food group.


17. Compare and contrast nutritious foods with non-nutritious

foods.

18. State the recommended caloric intake for an active male aged 24.

19. Develop a meal plan for an active male aged 24.

20. Given a scenario including the shopper’s age, activity level, and gender, develop a one-day meal plan for that shopper including snacks and beverages. The shopper is a sedentary, 27-year-old female.

Student Feedback:


Sample Meal Plan

Meal Plan 1

Breakfast: Greek Yogurt & Granola

Snack 1: Apple and Mozzarella Stick

Lunch: Grilled Chicken Wrap with Baby Carrots

Snack 2: Whole Grain Toast with Peanut Butter

Dinner: Salmon with Brown rice and Steamed Vegetables

Snack 3: Trail Mix

Meal Plan 2

Breakfast: Whole Grain Toast & One-Two Eggs

Snack 1: Greek Yogurt

Lunch: Chicken Salad Sandwich with Toasted Whole Grain Bread

Snack 2: Celery & Peanut Butter

Dinner: Taco Soup

Snack 3: Baked Sweet Potato Fries

Meal 3

Breakfast: Fruit Bowl and Nuts

Snack 1: Cottage Cheese and Whole Grain Toast

Lunch: Brown Rice with Grilled Chicken and Steamed Vegetables

Snack 2: Baby Carrots & Hummus

Dinner: Grilled Chicken with Quinoa or Brown Rice and Vegetables

Snack 3: Air Popped Popcorn (or Popcorn with Low Butter/Oil Content)

Meal 4

Breakfast: Whole Grain Toast with a Banana and Peanut Butter

Snack 1: Grapes


Lunch: Ham/Turkey Wrap with Baby Carrots

Snack 2: Yogurt

Dinner: Whole Grain Sandwich with Turkey/Chicken/Ham, Cheese, Hummus, and Cottage Cheese

Snack 3: Fruit Bowl

Meal 5

Breakfast: Eggs and Sausage

Snack 1: Whole Grain Toast with Peanut Butter

Lunch: Grilled Chicken and Stir-Fry Vegetables

Snack 2: Trail Mix

Dinner: Chicken/Salmon, Baked Sweet Potato, Brown Rice

Copy of the Thank You Note

Hi Ms. Ransom,

On behalf of my team, I want to thank you for helping us design effective instruction for

Blazer Kitchen. We have high regards for your position as Blazer Kitchen Coordinator through

AmeriCorps, for your exemplary dedication and diligent service to this organization. We

appreciate your support as we partnered with Blazer Kitchen to design instruction for volunteers

and shoppers so that they could accomplish Blazer Kitchen mission to increase food security in

the UAB community by providing healthy food, resources, and referrals to UAB employees,

students, patients and their families through effective instruction, learning and training.

Our team mission was to focus on the knowledge gap “To update existing volunteer

training and/or develop materials to aid consumers in shopping by closing a knowledge gap in

choosing foods based on nutritional value”. As we designed and developed instruction

systematically, you have kindly assisted us in all phases including analysis phase in which we


elucidated the performance goals to close the knowledge gap, who the learners were and where

the learning would be taking place. We were also helped in the design and development phase as

we created the instruction based on learners needs to close the knowledge gap. We appreciate

your strong support through the entire process including your feedback and suggestions.

We will appreciate it if you would kindly reflect on the deliverables including job aids, posters,

and instructional information for volunteer learners to be embedded on website, and meal plans

included in the attachment. Some of the suggestions for reflection are if the instructional design

was congruent to volunteers’ needs and what you as Subject Matter Expert (SME) had hoped for.

The questionnaire that I shared with you as a part of our report could be used as a baseline for

reflection. Since we would like to learn from this experience, we are hopeful that the reflection

will include clarity, feasibility and impact of instructional design as well.

As you leave Blazer Kitchen today to start a new chapter, I wish you the very best. I am

grateful to have taken a small part in the service project and hope to serve well through my role

in the Instructional Design field.

With best regards,

Mona

Client Reflections of the Deliverable

This mission of Blazer Kitchen is to provide UAB students, employees, and select patient

clinics with access to healthy food such as fresh produce, frozen meats, bread, and shelf stable

nonperishable fruit, vegetables, soup, protein, pasta, and rice. Blazer Kitchen opened in UAB

Medical Towers in March 2017. Today, we provide a client choice food pantry to UAB students

in both Medical Towers and the Hill Student Center. UAB employees access the Medical Towers


site and select patient groups are served by the food pantry in their clinics. Blazer Kitchen has

served 1,163 UAB students and employees providing over 165,000 meals.

In 2018, the Blazer Kitchen Advisory Board created an ad hoc committee to develop a

shopper education program that would enable our staff and volunteers to provide our clients with

cooking and nutritional information. We realized that providing access to healthy food was only

one solution to ending food insecurity. In order to make a significant impact with our students

and employees, we needed to provide information regarding meal preparation, designing healthy

plates, reading food labels, and develop recipes utilizing the food offered in Blazer Kitchen.

The committee decided to incorporate an active and passive education format. It was

decided that Blazer Kitchen would offer nutritional materials, additional recipes, nutritional

nudges, food demonstrations and surveys. The committee also decided to provide cook books,

access to cooking classes, and food preparation equipment. Additionally, Blazer Kitchen would

offer training sessions to educate shoppers how to read labels, develop meal plans, and to better

understand their personal dietary restrictions.

The Instructional Design students provided us with training material, job aides and

videos, as well as pre and posttest materials, that will enable us to meet the goals and objectives

of the shopper education ad hoc committee. The job aids have been posted in Blazer Kitchen.

The training material and videos will be uploaded to the Blazer Kitchen website. The Food

demonstrations began in fall 2018. Over the next few weeks, the material developed by this class

be used by volunteers to offer additional information to shoppers during the food demos.

Volunteers will also use this training information to design a healthy meal using products found

in Blazer Kitchen. The meals will be displayed each week in the waiting room.


The materials provided by this class more than met our expectations. This material will

enable us to provide a more well-rounded service to our shoppers beyond just offering access to

food. We thank you for partnering with Blazer Kitchen this semester. We look forward to

partnering with you in the future.

Revisions and Reflections of the Deliverable

Throughout this Instructional Design process, we have made many revisions and been

able to react to the client’s needs and wants as this project has developed. We are very proud of

the efforts that we put forth and the of the deliverables that we ended up with including the pre

and posttests, instruction, and job aids. We were able to utilize all of our unique talents

throughout the development of these different forms of instruction. The main revision that we

had to make was changing the format of our instruction last week. Within the one-on-one

evaluation it was revealed that there might not be sufficient time and resources to allow the

training to be conducted fully by an instructor, so we made the suggestion to upload the training

onto the Blazer Kitchen website as well as the job aids, pre and posttest, and videos. This way,

the learners will always have easy access to the training materials. This revision is in the process

of completion as we have given all of the materials to the client, but the website is under

construction and we are waiting for it to be up and running so that the training can be full

available to the learners. We believe that we have incorporated multiple forms of instruction

within these deliverables. We have instruction in the form of written directions, quizzes and

assessments, videos, and charts. By incorporating many kinds of instruction and by giving the

learners job aids that will be within the Kitchen at all times, we believe that the learners will be

able to learn most efficiently. At this point the client has been completely satisfied with the


deliverables that we have provided and based on her feedback we will not be making any more

revisions at this time.

Reflections of the Systematic Process

Why Use Systematic Approach in instructional Design ?

It has an interlocking connection between instructional strategy and learning

outcome. Instructional strategies were planned with learning outcomes which

could relate to the mission, vision and close the knowledge gap at Blazer Kitchen

It is a powerful tool to plan successful standard based learning with tight

alignment with learning outcomes, student characteristics, instructional activities

and assessments. Performance objectives for Blazer kitchen were in tight

alignment with learning outcomes based on analysis of learners, learning

environment and performance support.

It is empirical and replicable. It can be evaluated and revised. For example, blazer

kitchen instructional design performance and context analysis had to be revised

based on lack of space of space and time available.

Components of Systematic Process

Identify instructional goals

Conduct instructional analysis

Analyze Learners and Contexts

Write performance objectives

Develop Assessment Instruments

Develop Instructional Strategy


Develop and Select Instructional Material

Design and Conduct Formative and Summative evaluation of Instruction

Instructional Design through a systems approach is an iterative process and yields

effective learning products and learning outcomes. It is an effective method to design theoretical,

active learning instruction. To design instruction In Blazer Kitchen service-learning setting,

careful attention had to be paid to what must be learned and what learners must already know in

order to begin instructional design process. The systematic design of instruction had to be

focused on skills to be learned and presented under best conditions for learning.

In Blazer Kitchen setting the knowledge gap required updating existing volunteer training and

developing materials to aid consumers in shopping by closing the knowledge gap. This was to be

done by helping shoppers choose food based on nutritional value. This was the instructional goal

that needed to be in forefront through instructional design process. To achieve this goal and to

understand learners and site, team members visited Blazer Kitchen and attended volunteer

training. Analyzing learning domains and instructional goals helped to target intellectual skills

and attitudinal skills.

The instructional analysis included goal, performance, entry skills, subskill, learners,

performance and context analysis. All this information was compiled in Instructional Design

Report 1. Due to lack of effective teamwork, clarity of thought and purpose, the results in ID

report did not yield good results. After a Zoom meeting and discussions, the subskill, entry skill,

and performance and learner’s context analysis with implications for learning was revised. This

bought clarity and a cohesive goal to work hard to do better at applying systematic design of

instruction to close the blazer kitchen knowledge gap. The revised performance goal was “At the


conclusion of this training the volunteers at Blazer Kitchen will be able to explain to the

shoppers at Blazer Kitchen nutritional information regarding the foods that are available within

the kitchen as well as how shoppers can put together a nutritious meal”.

The Design Phase included the devising of main step in instructional goal and

performance objectives that reflected skills identified in instructional analysis (B), conditions in

which the skills will be learned (CN), and criteria for successful performance (CR) for each step.

Performance objectives were also devised for subordinate skill objectives. Sample assessments

for each objective were included. The instructional strategy was then designed using instructional

sequence that included pre -instructional activities, content presentation and learner guidance,

learner participation and assessment. The revision and carefully designed theoretical instructional

sequence were a part of report 2. Constructivist and cognitive theory-based instruction were

epitomized. Pre-instructional activities and other activities will be uploaded in blazer kitchen

website. Effective teamwork yielded a good reward in report 2.

The Development Phase included devising theory based Instructional strategy that

included pre-instructional activities, presenting content with examples, practice and feedback and

follow through activities and relate the newly learned skills to real world applications. Six

sessions of instruction were devised all of which should be included as deliverables on Blazer

Kitchen website. Practice/examples were also selected as deliverables. Job aids and posters were

developed from the designed content. Videos in instructional sessions are also projected to be

uploaded on website.

This was followed by implementation and evaluation phase. Instructional design was

evaluated by coordinator and learners. For the learners to be evaluated fairly, with instruments


that measures skills and knowledge described in objectives, pretest and posttest were

implemented and evaluated by coordinators and learners. A One-on-One evaluation included a

questionnaire that was answered as the coordinator and learners were briefed on report 2. A

pretest was also given to learners; the result was used to revise instruction so that it is more

effective. Small group testing was conducted, and data was analyzed. This helped to design

instruction that matched the needs and skills of learners and resulted in creation of effective

instruction as exemplified in deliverables and comments like “fantastic” and “more than she

hoped for” by the coordinator. We have received an excellent reflection from the coordinator as a

result of effective teamwork and hard work. We have respect for this process and should use it in

the future in whatever setting we serve. Service-learning setting was an excellent place to

practice learning of systematic design of instruction. We want to thank Dr. Hodges for well

thought of instructional strategy and sequence.

The ADDIE process of analysis, design, development, implement and evaluation tied in

with components of systematic design are entwined, and the deliverables and comments reflect

that this process should yield effective learning materials Following this approach in

instructional design should result in positive learning outcomes and closing knowledge gap. In

the ID field with a myriad of design processes, ADDIE through systematic design of instruction

is foolproof and should meet learners’ needs and induce effective learning.

Portfolio Link

Shelby Smith Portfolio Link: https://portfolioshelbysmith.wordpress.com/2019/02/23/blazer-

kitchen-deliverables/

Mona Guraya Portfolio Link: https://gurayas-e-portfolio.com/

https://gurayas-e-portfolio.com/

https://portfolioshelbysmith.wordpress.com/2019/02/23/blazer-kitchen-deliverables/

https://portfolioshelbysmith.wordpress.com/2019/02/23/blazer-kitchen-deliverables/

nutrients · web view2019. 2. 26. · we appreciate your strong support through the entire...

Documents