Page 383 - Nutrition Counseling and Education Skills: A Guide for Professionals

learning, 320–323
vs. measurement, 314–315
norm- and criterion-referenced methods, 317–318
organizational results, 320
other outcomes, 323–324
participant reaction to programs, 319
purpose, 315–316
instruction sequence, 312–313
factors dictating sequence, 312–313
simple-to-complex, 313
specific-to-general, 313
job instruction training, 310–312
lesson plans and program plans, 328–330
sample on calcium in pregnancy, 330
sample on sanitary dish handling, 329
reliability and validity, 327–328
task analysis, 309–310
techniques and methods, 302–307
demonstration, 306f, 307. See also Job instruction training
discussion, 305–306. See also Group discussion
lectures, 304–305
remembering, effective ways, 304f
simulation, 306
teaching methods, merits/demerits, 303t
visual and audio-assisted instruction, 307
Learning plan contents, 297
Learning, principles and theories
andragogy, 263–266
assumptions (Knowles), 264–265
experiences, 264–265
motivation, 266
need to know, 264
problem-centered learning, 265–266
readiness to learn, 265
self-concept, 264
behavioral, 250–254
behavior changes, consequences, 250–254
Pavlovian approach, 250
Skinner’s work, focus (teacher-centered approach), 250
case challenge, 248
cognitive, 256
comparison of, 257t
definition, 248–249
by cognitive psychologists, 248
educational psychology, focus, 248–249
education models, use by health professionals, 249
effective client education, levels/factors, 249. See also Community-level educational program
in workplace, means/ways, 249
diffusion of innovations in, 270–271
implications, 253t–254t
learning and teaching styles, 269, 270
memory, 256–262

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