Transcript Nutrition education

Behavior Change?
Knowledge
Behavior
Behavior Change?
Knowledge
Behavior
Intended Message
Perceived Message
Berlo’s Model of
Communication
Source
Message
Channel
Receiver
Gillespie’s Model of
Communication
Receiver
Inputs
Sender
Inputs
Attention
Interaction
Comprehension
Acceptance or Rejection:
Cognitive
Affective
Intention
Behavior
Barriers to
communication

Learning style: “Ways of Knowing”
Ways of Knowing
 Received
knowers
 Subjective knowers
 Procedural knowers
 Constructed knowers
Received Knowers
“Knowers who depend on
listening and external
authority for
knowledge…”
__________ learning
 learn from _________
 information is ___________

Subjective Knowers
“Knowers who depend
entirely on internal
resources for valuing and
knowing…”
___________ learning
 knowledge is
____________
 __________ are important
 often reject _____________

Procedural Knowers
“Knowers who obtain
knowledge by applying
objective, logical, rational
procedures…”
need to see _________
 ________ and __________
valued highly
 knowledge is _________
 experts only as good as
their ____________

Constructed Knowers
“Knowers who construct
their own meaning.
Knowledge is contextual;
subjective and objective
ways of knowing are
integrated…”
complex, _________
approach
 knowledge is ___________
 value and ________ expert
advice, ________, personal
__________, reason

Gillespie’s Model of
Communication
Receiver
Inputs
Sender
Inputs
Attention
Interaction
Comprehension
Acceptance or Rejection:
Cognitive
Affective
Intention
Behavior
Improving Communication
as Senders
Know the ___________
 Adjust message to their
___________, experience,
readiness, __________
 Adjust to their way of
knowing


Personalize message
Improving Communication
as Senders
Proofread!!
 Get someone else to
proofread!

» Spellcheck, but don’t rely
on spellcheck
“I have a spelling checker,
It came with my PC;
It plainly marks four my
revue
Mistakes I cannot sea.
I’ve run this poem threw it,
I’m sure your please too no,
Its letter perfect in it’s weight,
My checker tolled me sew.
--Author unknown
Source: Hope Health Letter, Sept. 1992
Active Learning
90% of say
& do
70% of say
50% of hear
& see
Actual experience
Simulations, role-playing
Give a talk
Discussion participation
See demo
Field trip, exhibits, videos
View charts,
30% of see
20% of hear
10% of read
Evaluate,
analyze,
create,
design
Demonstrate,
apply,
practice
photos
Hear
Read
Define,
describe, list,
explain
T 16-1, p. 523
Writing for Low Literate
Readers

Carefully craft your
sentences, paragraphs
» use simple words
» active, not passive voice
» be positive, not negative
» use organizing strategies:
headings, grouped
information, highlighted
info
Writing for Low Literate
Readers

Watch your style
» useful pictures
» NOT ALL CAPS
» use text and white space
purposefully

Stick to what is important
» be concrete, not abstract
» give examples
Use of Space
Health professionals and even the
general public often express
concern regarding body weight and
fitness levels. Most Americans,
young and old, would benefit from
exercise in many ways. The heart,
lungs, and blood circulation are all
improved by regular, aerobic
exercise that is pursued at least
three to four times a week for at
least 20 minutes per session.
Exercise on a regular basis with
like-minded individuals can also be
a way to socialize and make new
friends. If fitness and good health
are important to you, don’t delay
strapping on your cross-country
skis or rollerblades!