Dialogue Learning Engaging Learners, Changing Lives

1. Welcome! Sign-in at the registration table. Please make a name tag. Pick-up training materials. Introduce yourself to the person sitting next to you. Dialogue LearningEngaging Learners, Changing Lives

2. Central Principles of Dialogue Learning Dialogue Learning is a conversation which engages learners to take an active role in the learning process. • Discussion • Exchange of ideas • Hands-on activities • Reflection and application of new information • Behavior change

3. Central Principles of Dialogue Learning Lesson Environment Setting the stage for learning Planning and Preparation • Begin and end on time • Greet learners as they arrive • Use bright colors and visual resource materials to make the environment interesting and inviting • Provide nametags for learners • When possible arrange chairs in a circle • Provide pens and paper for note taking Body Language • Use eye contact • Remember to smile • Be aware of your posture, gestures, and proximity to learners • Make the lesson accessible to all learners • When possible, meet learners on the same physical level

4. Central Principles of Dialogue Learning 4 A’s of Dialogue Learning Anchor – Warm-up activity which relates to the topic to be discussed in class. Add –The information you want to share with participants. Apply – Participants are actively engaged in application of the lesson contents. Away – Participants reflect on what they have learned and consider ways to use the information presented, set goals, and consider behavior change. Central Principles of Dialogue Learning

5. Central Principles of Dialogue Learning Anchor Warm Up Activity • Utilize the anchor/warm-up activity which corresponds to the FSNE curriculum lesson you are teaching, and employs working with a partner. • Time this activity and let learners know when you will come back together as a group to share. • Working in pairs allows each participant to share experiences and be heard. Everyone does not need to share ideas in the whole group setting. • Ask for a sampling of a few responses when the whole group comes back together. • The anchor activity enables each learner to make personal meaning out of the lesson topic right from the start. This sets the stage for meaningful learning.

6. Central Principles of Dialogue Learning Anchor/Warm-up Activity: Community Food Assistance Programs Each of you can decide if you want to talk to the whole group or not. I call this “voice by choice.” Think about programs and organizations in your community that help people get the food they need. Some examples are the Food Supplement Program (formerly known as the Food Stamp Program) and food banks or pantries. Turn to the person sitting next to you, introduce yourself and then talk briefly about organizations or programs that people can use to increase their food dollars by either providing no-cost or low-cost meals, or by giving money or vouchers to purchase food. Write the name of each program you discuss on a sticky note. When you and your partner have a few names of programs written down, place your sticky notes up here on the board. When you are finished, we will share your ideas with the group.

7. Central Principles of Dialogue Learning Add • Deliver lesson materials in the ways in which learners can apply this information in the “apply” portion of the lesson, ideally into their daily life. • Information presented should be accessible to all learners. Provide written and oral instructions, pictures, and tangible learning resources. • Keep core lesson concepts and handout materials to a minimum. Try to avoid information overload. • Too much information presented all at once is ineffective and causes confusion.

8. Central Principles of Dialogue Learning Apply – Push and Pull • Consider the amount of time you spend on “push” or delivering information, and think about the opportunities for “pull” when learners are engaged and applying this new information. • Utilize “voice by choice” to elicit responses/questions from learners. Avoid directly calling on any one person. • Create a safe learning environment for participants to share in the dialogue. • Provide opportunities for learners to express themselves, to ask questions, and to work with others. • Always ask “open-ended questions” which are relevant to the lesson topic, but are not too personal for learners. • Payclose attention to the structure of the lesson as written, specifically designed for DL. Each lesson provides many opportunities for effective DL to take place. • Remember the 4 A’s: ANCHOR, ADD, APPLY, AWAY.

9. Central Principles of Dialogue Learning Apply Activity: Community Food Assistance Programs This next activity will give you an idea of how much money you can save using community resources. But first, we need to form some new groups. Pass out the Family Food Assistance worksheet to each participant and a set of Community Resource cards to each group. Read the description of the family described in the Case Study. Now look at the Community Resource Cards. Each of the cards lists a community resource and the average amount of money it can save enrolled families. Choose the resources that could benefit the family. List the cards you choose and the dollar value of each on the Case Study worksheet. Add the dollar values to learn how much the family could save each month by using these resources.

10. Central Principles of Dialogue Learning Apply Activity Continued

11. Central Principles of Dialogue Learning Away-Closing • Ask participants “What are your questions?” • Wait 5 seconds for responses while maintaining eye contact. • Be an active listener to participant responses. • Thanks learners for their questions and comments using affirmations. If time permits, ask learners to expand upon their question or comment. • Weave comments and questions together as a method to summarize and review the lesson content. • Reiterate and reinforce the essential core messages at the conclusion of the lesson. • Empower learners to set goals, to move the information into their future, to incorporate healthy behaviors into their daily routine.

12. Central Principles of Dialogue Learning Away-Closing Activity • Think about the community food assistance resources we have discussed today and consider which ones could help your family. • Take a look at the Take Home Tips handout. • Pick programs from the list provided today • that you are interested in contacting. • Write their names on the Take Home Tips • handout. • Circle one program you will contact • this week. • Find out if you are eligible to participate • in the program. • Put the Take Home Tips on your fridge.

13. Central Principles of Dialogue Learning Away-Closing Put the Take Home Tips on your fridge. I have included a copy of the Fruit and Dreamy Dip recipe on the handout. Thank you for coming today! I enjoyed our time together and hope to see you at our next session.

14. Please complete and turn in your evaluation on your way out. If you have any questions regarding today’s training, feel free to contact me. Thank you for coming! Lynn Rubin lrubin@umd.edu 410.715.6903 Dialogue LearningEngaging Learners, Changing Lives

15. Welcome! Sign-in at the registration table. Please make a name tag. Pick-up training materials. Introduce yourself to the person sitting next to you. Dialogue LearningPutting Theory into Practice

16. Putting Theory Into Practice Dialogue Learning is a conversation which engages learners to take an active role in the learning process. This training will empower you with tips and tools to incorporate Dialogue Learning theories into your teaching. • Open-ended questions • Affirmations • Group activities • Reflection and application of new information

17. Putting Theory Into Practice 4 A’s of Dialogue Learning Anchor – Warm-up activity which relates to the topic to be discussed in class. Add –The information you want to share with participants. Apply – Participants are actively engaged in application of the lesson contents. Away – Participants reflect on what they have learned and consider ways to use the information presented, set goals, and consider behavior change. Central Principles of Dialogue Learning

18. Putting Theory Into Practice Open-ended Questions • Empowers learners to problem solve and apply the information presented to their own experience. • Open-ended questions provide learners an opportunity to contribute their thoughts and ideas. • This question format reaches beyond yes or no answers. • Learners are empowered to apply open-ended questions to their own experiences and preferences. • This question format enables participants to share, without fear of providing a right or wrong answer. • Open-ended questions foster trust and camaraderie among participants and brings personal meaning to the lesson material.

19. Putting Theory Into Practice Let’s Consider Some ExamplesOpen and closed questions, can you identify each type? Which of these foods contains whole grains? What surprised you about the ingredients listed on this box of cereal? Do you eat meals together as a family? Can you share some ways in which everyone can help to prepare and enjoy family meals together? Is chicken a plant or an animal protein? What are some creative ways to add plant protein to main dishes to stretch your food dollars?

20. Putting Theory Into Practice Group Activity: Open-ended question starters On the chart paper located at each table, create some open-ended question starters with your table mates. We will come back together in a few minutes to share our ideas. Here are a few of sample question starters to inspire you: What are some ways your children can help… How does this compare to your experience… What are some ways you might use…

21. Putting Theory Into Practice AffirmationsEveryone deserves to be heard! • Provide learners with the acknowledgement that they are vital to the learning process. • Help to establish an educator/learner rapport. • Create an engaged group dynamic during lessons. • Provide personal and diverse perspectives on lesson topics. • Great care must be taken on the part of the educator when responding to learners with an appropriate affirmation.

22. Putting Theory Into Practice AffirmationsContinued Let’s take a closer look at the types of questions or responses you might receive from a participant: • A relevant question which applies to the whole group • A comment which contains inaccurate nutrition or medical information • A question or comment which does not relate to the topic, class, or environment • A response which summarizes the concepts of the lesson • A concern about personal dietary restrictions • A question about a child’s health, wellness, or diet • A comment about success with the latest diet trend • An inquiry for additional resource information on a related topic to the lesson

23. Putting Theory Into Practice Group Activity: Identify Derailing Questions & Responses Listen to the following questions and statements. Can you identify the ones which just might throw the learning and the lesson off track? A train whistle sound (woo-woo) will let me know our lesson is headed in the wrong direction!

24. Putting Theory Into Practice Group Activity continuedIdentify Derailing Questions & Responses Are frozen vegetables less healthy than fresh ones? How can I make my EBT benefits go farther? I just lost 10 pounds on the grapefruit diet, do you think it works? I don’t buy low-fat milk, it tastes awful. How much physical activity do kids need each day? My doctor told me to stop eating carbs altogether. Is that a good idea? I am a diabetic, how much fruit can I eat each day? No one in my family likes vegetables. They wouldn’t like this recipe. How can I make sure the bread I buy is made with whole grains? I don’t have time to cook. My family eats fast food for dinner most nights.

25. Putting Theory Into Practice AffirmationsContinuedHow can we effectively respond to learners and why is it so important? • Engage participants in the learning process • Weave learner responses into lesson content • Empower learners to apply information to their own experience • Avoid giving more praise for one response over another • Phrases such as “perfectly said” or “exactly right” place more importance on some responses and less on others • Remember, learners are responding with unique thoughts and ideas on the lesson topic. • Affirmations generally fall into 3 categories: Acknowledgement or Reinforcement of Lesson Topic, Contrary or Negative Point of View, and Misinformation

26. Putting Theory Into Practice 3 Types of Affirmations

27. Putting Theory Into Practice Group Activity: Let’s apply what we have learned! Working in pairs at your table groups, select scenario cards one at a time, read it to your partner, and ask your partner to respond with an appropriate and effective affirmation. Make sure each of you has an opportunity to assume the role of the reader as well as the responder to several of the scenarios provided. Refer back to the affirmation chart if you need a nudge when responding to the prompt.

28. Putting Theory Into Practice 3 Types of Affirmations

29. Putting Theory Into Practice Group Activity continued: Let’s share our responses! • Acknowledgement/Reinforcement • Contrary or Negative Point of View • Misinformation

30. Please complete and turn in your evaluation on your way out. If you have any questions regarding today’s training, feel free to contact me. Thank you for coming! Lynn Rubin lrubin@umd.edu 410.715.6903 Dialogue LearningEngaging Learners, Changing Lives