Introduction

Carol commented on groups 2 and 3

Darcey commented on groups 2 and 3.

Survival Memos

Carol commented on Groups 2 and 3

Darcey commented on Groups 2 and 3.

Survival

Darcey Mitschelen

After allowing myself a moment to freak out, I took a deep breathe and dove into the task in front of me. It was important to have that moment and to recognize and understand the depth as well as the intensity of the work ahead.

From that moment of acceptance, I spent time thoroughly reading the syllabus and developed a chart for tracking assignments, their basic focus, and due dates. This helped me to take control of the work and kept me focused during the semester.

I realized early on that I needed to keep everything in perspective and to enjoy the journey, rather than make it into a larger challenge than it really was. Probably the most important part of the journey was the development of a strong relationship with my group partner. This relationship was founded in excellent communication which provided a way for the ability to challenge, question, and nudge each other. By doing so, we were able to produce quality work that brought us much satisfaction.

The relationship also brought another key component to survival…. Humor! Laughing. Teasing. Joking. All became a part of our work and was the bridge in moving our working partnership to friendship. This final step created a sincere concern for the others success and a desire to invest more into the task at hand.

I won’t sugar coat it. This course is a lot of work and it is challenging. Survival requires attention to several additional items: 

·         Take the time to understand the assignment and its rubric.

·         Make sure you write to align with the rubric.

·         Know when and how to submit work.

·         Technology… don’t be afraid of it. Dive in! Dr. Chang provides links to helpful information. Check them out.

·         Partner with a techie person. This is vital!!!

·         Review APA Style BEFORE you begin to write. It will save you from redoing work.

·         Begin earlier, rather than later, on the weekly postings. It will help keep that part manageable.

·         And finally, do not be afraid to contact Dr. Chang if you are uncertain, etc. She is very accessible and responsive!

For additional survival tips, please watch the following video.

I am confident that along the way you will discover learnings that go beyond the subject matter. I know I did.!Best wishes!

Survival Memo

Carol Freeman

I believe I can sum my survival kit up in three words, syllabus, syllabus, and syllabus!

With the information covered in the course, along with the specifics of the assignments and discussion board post, it is vital to pay attention to the syllabus. I made the mistake of glossing over it, in the beginning, and then mistakenly missed one of my discussion post by posting 2 instead of 4 times. The only person I can blame for that is myself because it was written plain as day, but browsing caused me to overlook it.

One thing to realize when you are browsing through the group project in the syllabus, is that everything is building on one common goal so choose your topics wisely. I was very pleased with the topic I had chosen however I initially was interested in two different topics (narrative and andragogy) that had some similarities. I erroneously thought that I could compare and contrast the two as part of the group project. What I did was create confusion which was all due to my not correctly reading the syllabus.

If you want to be successful in this course, you must refer to the syllabus often. If you have questions, reach out to your classmates/group members and Dr. Chang. I have found her to be very receptive to answering questions and clarifying the assignments. The discussion boards and group projects may seem substantial but they are most certainly relevant. Keep that syllabus close if you want to do well.  

Carol commented on Groups 2 and 3
Darcey commented on Groups 2 and 3.

November Monthly Summary

Carol Freemen

The month of November proved to be much smoother than October in regards to building on and nearing completion of our group project. With our group of two we were able to finish strong. I have a much clearer insight in researching and designing a program. Which says a lot considering my undergraduate degree is in Communication Arts, not Education, so I literally had no preconceived ideas of what designing a program entailed.

I think one of the highlights for this month was the results or our project evaluations. Developing a healthy living course definitely had us stepping into uncharted territory but the result was well received. Our evaluators were from two different educational fields as well as different parts of the state. However both gave us honest feedback that we were able to build on and reassured us that it was a very doable program. I really felt good about that.

This month, like the previous, I have thoroughly enjoyed working with my group partner Darcey. Not only did we share the same interest in Narrative Learning, we also found a way to incorporate both our ideas and techniques into our project. This can be a very hard task to accomplish in an online class as bouncing ideas off one another, in a face-to-face environment is a lot different from an online environment. There was a time or two when we connected via telephone for clarification but for the most part all communication was done through emails.

Monthly Summary - November

Darcey Mitschelen

November is THE month of thankfulness. And that certainly is true for my experience in working with Carol on our program design.

We had learned a lot through the experiences of October. In particular, we learned that individually and as a team, we could accomplish anything that comes our way. This attitude is accented by our dedication and commitment to each other as well as the class.

This month went very smoothly  as we stepped our way through program investigations, design, and evaluation. We quickly had a plan in place and divided the work based on our strengths.  We managed minor bumps through continual communication, mainly through emails. This enabled us to stay focused and on target while navigating the various assignment requirements. We were deeply rewarded by very positive evaluations from two experienced educators. This made all the trials of October worth the energy and emotion. And watching it all come together on our website, http://darceystar.wix.com/narrative634 , was indeed very satisfying,

The strength of our relationship allows us to challenge, question, and nudge each other in ways that are positive and supportive. I will always be thankful for Carol and her ability to truly be a partner… and a friend!

Program Demonstration

Darcey commented on Groups 2 & 3.
Carol commented on Groups 2 and 3

Roles: Darcey created, designed, and edited the webpage

Carol wrote the abstract, created PowerPoint video, and edited webpage 

Visit Our E-ARCHIVE

Narrative Learning Abstract

By: Carol Freeman and Darcey Mitschelen

Our group was formed based on our similar interest in the use of Narrative Learning Method. The onset of the project was based on individual literature review work. Each group member reviewed books, scholarly journals, and online websites centered on the use of narratives in a learning environment. Upon completion of examining literature, we moved toward investigating programs that utilize narrative learning.

The program investigation concentrated on Elkhart Community School Adult Education program and Indianapolis based Steward Speakers. Darcey investigated Elkhart Community School program, which is a free program that offers 17 Adult Basic Education (ABE) classes and 13 English as a Second Language (ESL) classes in multiple locations across Elkhart and Goshen, Indiana. Carol investigated Steward Speakers which provides lecturers to various educational organizations to expose individuals to prominent leaders and role models, who have successful and respected careers.

After researching the use of narratives, we began designing a program that incorporates storytelling.

Carol and Darcey decided to design a program that focuses on healthy living. The targeted learning environment is individuals who understand the desire to live healthy but lack the motivation. The program will use journaling so the learner can track and learn from their autobiographical journey. Narrative lectures are also part of the program design as well as group and individual reflections. This will give the learners an opportunity to hear and learn from each other. Once the program was designed we presented it to professionals for evaluation.

Our program was evaluated by Mr. Michael Gault a retired physical education teacher and current school board representative and Ms. Deborah Weaver, the Director of Adult and Community Education for Elkhart Community Schools. Both evaluator gave us pertinent feedback and suggested we introduce the program to local community organizations. This was confirmation that upon implemented the suggested logistical adjustments, that this program is very doable. 

Darcey commented on Groups 2 and 3.
Carol commented on groups 2 and 3

Program Evaluation: Fit ‘n Fun

Roles:  Carol Freemen – Evaluator 1, Editing, Proofing, Posting

Darcey Mitschelen – Evaluator 2, Introduction, Reflection, References, Editing

Ball State University

Introduction

            Fit ‘n Fun is a program for adults who are desiring the exploration of healthy lifestyle options, stemming from a variety of reasons. The program is created and based on the narrative   learning theory. Narrative learning presents curriculum in story form, utilizes case studies and role-playing, and encourages autobiography through journals, logs and blogs (Clark & Rossiter, 2008). Narratives allow for filtering information, adding it to prior knowledge, and developing a new understanding through the five senses. The Fit ‘n Fun program brings these fundamental aspects into its design by including guest speakers, group discussion, reflection, and journaling in its instructional segments. In addition, the objectives focus on the gathering of information in order to rethink, re-evaluate, and re-story prior learnings leading to the next healthy steps.

            Two evaluators were contacted to review the Fit ‘n Fun program to insure that the design supported the objectives and that the narrative learning style was found in the program’s structure and activities. Each evaluator was given an evaluation form, copy of which can be found at the end of this design evaluation, and accompanied by the program design. The first evaluator is Mr. Michael Gault and was contacted in person. Gault earned his B.S. from Indiana Wesleyan University and his M.A.E. from Ball State University. Retired from teaching, he is a Student Success Coach at Indiana University Kokomo and serves on the Kokomo-Center School Board. As an educator, he taught Health and Physical Education, qualifying him as an expert in the process, benefits, and reasoning behind adapting a healthy lifestyle.

            The second evaluator is Ms. Deborah Weaver. Weaver was contacted through email. A copy of the email is located at the end of this document. Ms. Weaver is the Director of Adult and Community Education for Elkhart Community Schools, Elkhart, Indiana. Weaver earned a B.S. in Social Work and a M.P.A. with emphasis in Non-profits from Indiana University, South Bend. Her extensive experience in program development, particularly in community education, brings expertise in design elements of organization, substance, and sustainability.

Program Evaluation

Evaluator: Mr. Gault

When Mr. Gault evaluated our program, he initially focused on the logistics inasmuch as our target audience and grammar. He stated that we were not clear in identifying our target audience or why we chose the narrative learning method. In hindsight I realize we could write a more in-depth introduction and conclusion to prepare someone who is not currently enrolled in the class and therefore hasn’t read the blogs leading up to this point. He also made some grammar notations that he said would make for easier reading of the program.

Before making more comments on the program design Mr. Gault actually came into my office, program in hand, to seek clarity. He had printed the program design out and at a glance, I could see multiple highlights and ink pen notations. At first I was a little intimidated but I soon came to realize that he just wanted to make sure he understood the program the way it was meant to be. This was actually very helpful realizing the best information to provide if I would need to present a proposal for a new program design in the future.

Upon rereading the design, post corrections, Mr. Gault was very pleased with the idea of educating adults on the best practices adopting a healthier lifestyle. He was impressed that it was designed for adults who understand the need but may not have the desire to make the necessary changes. He also appreciated the use of narratives by incorporating lectures from individual success stories and also group reflection. He suggest that after making the necessary tweaks, I present it to the local community center because they are always looking for new fitness ideas. Overall he believes that this is a doable program and that we should move forward with it.

I generally agree with Mr. Gault’s evaluation. Our concentration on our target audience was genuine because it describes both members of our group. Therefore we could use ourselves, as well as our short-comings, to frame the coursework. However class size will determine if we are able to distinguish age groups or provide modifications for activity level. Although implementing the program may not be as easy as introducing it to the local community center but with the correct backing, finding qualified lecturers, and advertisement; I believe there is a strong possibility of successfully bringing it into existence.

Evaluator: Ms. Weaver

            After a discussion on narrative learning, Ms. Weaver provided the following feedback:

·       What do you like most about our syllabus design?

o   The objectives were clear and concise. 

o   The action plan provided a variety of methods for students to get an understanding of the topic. 

o   The class schedule was effective in that it outlined the objectives, features, resources, activities, reflection and journaling.  Students will be able to come to class knowing what to expect each class session. 

o   What I liked the most about the syllabus design was the reflection questions which prepared students ahead of the class time with what to gain from the class presentation, etc.

·       What do you think should be improved? Why? How?

o   There is a need for an outline of the anticipated measureable outcomes.  Number of students whose attitudes changed?  Number of students who will start to participate in an active lifestyle?  Number of students who plan to continue journaling? Number of student referrals? I think there could be number of outcomes that could and should be measured.

            Good Work!

            Additional, in a follow-up conversation, Ms. Weaver is considering bringing this program to her Community Education Board for their consideration and has asked for written information on narrative learning. It is acknowledged that additional work would be needed before offering it to the community including budgeting, financial support/commitment of health providers, and marketing. In addition, Weaver understands that “learning in adulthood is an intensely personal activity” (Merriam, Caffarella, Baumgartner, 2007, pg. xi) and acknowledging that each student brings a unique story to the learning that will provide a foundation for adding new stories, and ultimately a new understanding that can be acted on. That is Fit ‘n Fun!

Student Reflection

            It was satisfying to get confirmation from both evaluators that our program had a good design framework in which to build on and to expand. The feedback concerning the use of reflection and journaling supported what we felt would be a necessary component to the success of the program. We had discussed the need for additional information on narratives in both the design and in sharing with the evaluators as well as providing some success measurements, but had rejected the needs as they appeared to be outside of the outlined assignment. However, we recognize the need for including some background on narratives with program staff and with students with hopes of enhancing the learning process. In addition, all programs need a form of measurement in order to determine the value of the program and its future. Any implementation of Fit ‘n Fun will include student evaluations along with follow up with students to gauge effectiveness and viability of the program.

References

Clark, C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 119 (Fall), 61-70. Doi:10.1002/ace.306

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco, CA: Jossey-Bass.

Class Project -Program Design Evaluation

As you are aware, my most recent group project for EDAC 634 – The Adult as the Learner with Dr. Bo Chang was a program design focused on healthy living. The next step in the process is to have several educators evaluate the design. Would you be willing and available?

In your evaluation please provide us with the following feedback. Please do not hesitate to ask questions.

• Your role and position (you may use a pseudo name if you would not like this information to appear in our blog).
• What do you like most about our syllabus design?
• What do you think should be improved? Why? How?

In addition, please add any additional information that may help us to continue to build on our work.

Thank you for supporting me in this endeavor.

Submitted evaluation by Michael Gault

Role and Position	Student Success Coach at IUK Member of Kokomo-Center School Board Recently retired Health and Physical Education Teacher
What did he like most?	Narrative Lectures and Group Reflection
What should be improved?	Grammar and clarification of our target audience
Why and How?	Grammar corrections should be made to make the design easier to read. Target audience was confusing as far as age range. Are there minimum/maximum age requirements and will the classes be broken into age ranges. Consider if a 25 year old should be in the same group as a 65 year old. Will it impact the level of physical activity?

On Track? Off Track? Back On Track Again!

Darcey commented on Monthly Summary for Group 2 & 4.
Carol commented on Transformational (Group 3) and Indigenous (Group 4) 

What a month! It was comparable to a roller-coaster ride. We started going up in one direction, and then spiraled downhill, and now we’re back on track enjoying the ride. J

October Monthly Summary

Our group began the month of October tweaking our program investigation. Since two group members completed narrative literature reviews and one did andragogy, we thought it might be interesting to compare and contrast the two considering some of the similarities among their target learning audience. Unfortunately what we accomplished was complete confusion. Granted that may be a great idea if one was conducting research on the benefits and practical uses of narrative and andragogy but it had no room in our program investigation.

And thus the start of the downhill spiral…

We started out with three in our group. Communication was slow but steady so we "thought" we had this thing in the bag. However as we were reworking the investigation, we seemingly lost a group member. Opportunity knocked; she answered; and as a result moved on to bigger and better things. While we do wish her the best of luck, the re-work must go on.

And then there two…

We weren’t going to be defeated by our setbacks so we reached out to Dr. Chang, reassigned roles, and plunged forward full speed ahead. With the editing of the investigation we also had to reconsider our program design and now we feel we’re back on track. Our lesson learned this month can be summed up in 3 simple words: Syllabus before Suggestions. Although you have an idea of the direction you may want to go in, make sure it aligns with the syllabus and grading rubric.

As with most roller-coaster rides, you start our thinking “piece of cake…no worries”. Then as the ride progresses, you begin to feel a little fear, and you wonder if you’re going to survive this thing. Finally at the end of the ride you realize it wasn’t as bad as you thought. Well we’re not quite at the end of our ride but we move forward with confidence in knowing that we will not only survive but emerge victoriously.

Round and Round I Go

It’s amazing what you (I) can learn while being twisted and turned and hanging upside down on a roller coaster. Sometimes, you need to rethink your position; sometimes you have adjust to the change in direction; and most times, you just have to hang on hoping you get right side up. In October, as we were making our way through the ride, I also learned that sometimes, it is necessary to sit back, enjoy the ride, and finish it with a smile.  

For November, however, I am voting for a simpler ride, like the merry-go-round.  It is a ride with smaller ups and downs, delightful music, and a slower pace! But regardless, I am going enjoy the ride and be smiling at the end.

Darcey

Fit ‘n Fun: Healthy Living Exploration Program Design

Darcey commented on Group 2& 3's Design.

Carol Freeman commented on Spiritual and Transformational 

Roles:

Carol Freemen - Rationale Development, Conclusion, Editing, Proofing, Submitting

Darcey Mitschelen – Introduction, Action Plan Creation, Editing, Proofing

Ball State University

Introduction

Narratives are stories. They help the brain process information by breaking down emotions, feelings, and physical reactions to stories into segments that can be understood, remembered, and applied. The processing takes stories, adds it to prior stories, and creates new stories. The new stories offer potential for true learning when there is an opportunity for exploration of difficult topics as well as an allowance for reframing old stories, an invitation for the transformation of opinions and views, and encouragement for movement to decision making. It is this fundamental potential that the development of Fit ‘n Fun, an exploration program focused on healthy living, is based.

The purpose of Fit ‘n Fun is to provide a short term six week class for adults who are wanting and needing exposure to information and a variety of healthy activities and options. The design of the class centers on the abovementioned fundamentals as framework for student successful completion of the program.

The objectives are:

·       Students will explore feelings, emotions, and reactions to exercise/activity and healthy living through the use of journaling.

·        Students will participate in the gathering of information (guest speakers, physical activities, and/or materials) to consider new understandings of healthy living.

·       Students will participate in group discussions and activities to gain feedback and insight in order to address current opinions and views.

·       At the completion of the class, the student will make a decision on next steps towards healthy living.

The once a week, two hour program will be offered through the local community education center and available to the general adult population. Cost will be limited to materials only, with hopes that the class will be underwritten/sponsored by local health organizations. Class size will be limited to sixteen students.

Rationale

The creation of the program is based on research and writings from the literature review and program investigations on narrative learning. The following four features were identified as key to the success of the program and will be used in a variety of ways to support the listed program objectives.

Feature 1 –Utilize journaling to create autobiographies so students can measure their own progress in their life journey. Too often individuals tend to set unachievable goals therefore prior to setting lifestyle goals, students will participate in group discussions to learn from each other’s past successes and/or failures. By sharing one another’s stories they may realize they have more in common than they originally thought. They will also gain a different perspective on the journey that is about to befall them. Students will then begin to prepare for success by setting attainable goals and assessing their needs in order to reach them. Class instruction will include introduction to the journaling process, allowing them an opportunity to reflect back on their autobiographical road to success on a regular basis.

Feature 2 – Use well-respected individuals to engage in story-telling as a means of educating the learners. Prominent lecturers who have overcome their own healthy lifestyle hurdles will be invited to address the class. The subject matter will align with the needs of the students to build rapport. The goal of the speakers will be to create a dialogue that will motivate learners to effect a positive change. It will also provide training on the steps needed to move forward with these modifications.  To enhance community involvement, the event may be open to the public for a small nominal fee. During the speaking event there will breakout sessions to allow the students to engage in more story-telling opportunities and thus build on the educational process. Through community participation, students will have a wide range outlook from individuals that goes beyond the realm of their classmates.

Feature 3 – Allow students an opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding. Video recording of lectures, workout routines, and healthy cooking in action will be available long with recordings of previous lectures to enhance learning. The recorded lectures will be of individuals who have visited the classroom or a nearby community lecture rather than selected from the mass media moguls. This will help the students connect to reality of the individual instead of their image that is portrayed. Students will also have an opportunity to record their own video or recipe preparation. Students will use this as an opportunity to share cooking secrets and family recipes. They will learn how to alter recipes to cater to healthier eating habits.

Feature 4 – Students engage in group discussion to gain feedback and insight to enhance the narrative learning environment. Students will work within groups of four during the duration of the course. They will be given a group project as well as group discussion topics. Throughout the course, groups will reflect on the material presented and discuss methods of application. During the reflection process students will customize the material to their own lifestyle as well as hearing how their peers have been affected by it. This will be a prime opportunity to gain feedback on how to move forward.

Action Plan

An action plan provides for the creation and organization of detailed information needed to execute the program. Included in the plan are the steps, procedures, and activities that utilize the identified features that at are required for the objectives to be reached.  Each week’s session will include and adhered to the following steps and procedures:    

a.      Facilitator gives a brief introduction of that week’s topic.

b.     Facilitator leads class discussion about that week’s topic in order to gain an understanding of student’s attitudes, views, values, and prior experience concerning the healthy lifestyle topic.

c.      Facilitator offers additional information through one of the following methods:

                                                    i.     Curriculum – presenting content in story form by gathering information and allowing for individual interpretation.

                                                  ii.     Storytelling – using case studies, role-playing, and fiction to encourage problem-solving and perspective.

                                                iii.     Autobiography – employing the development the use of self-stories through journaling to encourage reflection and insight of how the information will affect the student’s world, how the student needs to responds, how the information will shape the student’s future.

d.     Facilitator will provide opportunities for students to process information through hearing, telling, or recognizing.

e.      Students will receive access to activities and materials that support that week’s topic.

                                                    i.     Guest speakers

                                                  ii.     Hands-on demonstrations

                                                iii.     Videos

                                                iv.     Group project and discussion

f.      Students will reflect on the week’s topic learning by one or more of the followings:

                                                    i.     Journaling

                                                  ii.     Group discussions

                                                iii.     Self-video

Before the first class, students will be required to submit a doctor’s permission slip for physical activity. At the first class, students will be given note books for journaling, pens, and two-pocket folders with center prongs to organize materials and information along with the class schedule. Students will also be given instruction regarding journaling on the first night with time to write. Journaling on subsequent nights will be assigned as homework.. In addition, students will randomly be assigned to a group. Each group will consist of no more than four students.

Class Schedule

The class schedule lists the objective of each class session along with features used during instruction and the included activities. Needed resources or materials are also listed.

Week 1   Topic: The Attitudes Have It

a.      Objective(s): Students will explore feelings, emotions, and reactions to healthy living including physical activity and food choices.

b.     Feature(s):  Guest speaker, group discussion, journaling

c.      Emphasis: Students will complete a self-awareness questionnaire that addresses attitudes, values, views, and prior experience.

d.     Resource(s): Healthy Living Questionnaire. Dr. Justine Miller - IU Health, Goshen (personal communication, October 22, 2014).

e.      Activity: Guest speaker from local mental health agency to discuss how prior experiences affect attitudes towards lifestyle choices and options for reframing the attitude

f.      Reflection: Small group discussions – How has your attitude towards healthy living changed after listening to the guest speaker? What options for change are you considering?

g.     Journaling: Record learnings, changes in attitudes, and possible next steps.

Week 2   Topic: Mission – Motion

a.      Objective(s):  Students will participate in the gathering of information (guest speakers, physical activities, and/or materials) to consider new understanding of healthy living. Students will also participate in group discussions and activities to gain feedback and insight in order to address current opinions and views.

b.     Feature(s):  Guest speakers, group discussions, journaling.

c.      Emphasis: Students will explore a variety of physical activities that focus on motion rather than intense exercise.

d.     Resource(s): Representatives from a variety of community resources that offer “motion” activities or easy access, low impact options. Steph Steiner, personal training manager for Lakeview Athletic Club (of Chicago Athletic Clubs), (personal communication, October 22, 2014).

e.      Activity: Through a series of kiosks and information stations, students will receive, review,  and view information from a variety of organizations such as the local nature center, historical museum, bike rentals and trails, gardening club, walking paths, volunteer opportunities, and low impact exercise programs such as golf, water aerobics and Curves for women.

f.      Reflection: Small group – discuss what activities appeal to you and as a group, pick one to visit/try during the next class session.

g.     Journaling: How are your views on living a healthy life changing? What activity did your group select? How do you feel about that? What other activity would you consider?

Week 3 Topic: Operation Motion

a.      Objective(s): Students will participate in the gathering of information (guest speakers, physical activities, and/or materials) to consider new understanding of healthy living. Students will also participate in group discussions and activities to gain feedback and insight in order to address current opinions and views.

b.     Feature(s): Group discussions, journaling.

c.      Emphasis: Students will investigate the selected group activity.

d.     Resource(s): Access to the various activities as outlined in #2e.

e.      Activity: Students along with their group members will visit/try the selected group activity, receiving direction/instruction from the activity’s organization.

f.      Reflection: Through group discussion at the conclusion of the activity, the group will prepare a reflection report outlining activity details, skills needed, and feelings/views/attitudes that have been changed or rethought. The report will be shared at the next class. The report can be shared in any format – verbal, power point, demonstration, etc.

g.     Journaling: How did do you view your group experience? How has your views changed about the activity that you investigated? Is it something you would like to do again?

Week 4   Topic: Healthy Report

a.      Objective(s): Students will participate in the gathering of information (guest speakers, physical activities, and/or materials) to consider new understanding of healthy living. Students will also participate in group discussions and activities to gain feedback and insight in order to address current opinions and views.

b.     Feature(s): Group discussions, journaling.

c.      Emphasis: Students will gain insight into other activities by listening and participating as the groups report.

d.     Resource(s): Have available projectors, dry erase boards with markers, tape, or any other items needed for groups to share their reports.

e.      Activity: Students small groups report back on the activity from the prior week including details describing the activity, potential costs, facility, environment, direction/instruction, feelings/emotions/thoughts before and after the experience. 

f.      Reflection: As whole group, discuss positives, negatives, and/or other thoughts on the group reports.

g.     Journaling: Reflect on your reporting experience.

Week 5   Topic: Good and Yummy

a.      Objective(s): Students will participate in the gathering of information (guest speakers, physical activities, and/or materials) to consider new understanding of healthy living. Students will also participate in group discussions and activities to gain feedback and insight in order to address current opinions and views.

b.     Feature(s): Guest speakers, group discussions, journaling.

c.      Emphasis: Students will learn tips for making wise food/meal decisions.

d.     Resource(s): Sue Marburger, Regional Director of Nutritional Services at Extendicare Healthcare Services, Ft, Wayne, IN (personal communication, October 21, 2014).

e.      Activity: Licensed dietician will provide information on making good dietetic decisions (good vs bad foods, serving sizes, and so on) and a local chef will create a three course meal in the culinary arts room in the community center. Students will participate in preparations and cooking and will be served the meal upon its readiness.

f.      Reflection: As a whole group, students will discuss the role that food choices have in a healthy lifestyle.

g.     Journaling: Comment on the significance that food has played in your life including as a child. What changes do you need to make to shift to healthy food choices?

Week 6   Topic: Goal Setting

a.      Objective(s): The students will make a decision on next steps to healthy living.

b.     Feature(s): Gathering of information, journaling.

c.      Emphasis: Students will understand the importance of being informed before making decisions in all aspects of life. 

d.     Resource(s): SMART Goal Sheet

e.      Activity: Students will receive instruction in SMART Goal Setting and will establish next steps towards a healthy lifestyle.

f.      Reflection: As a group, students will revisit journal entries and share moments of great learning as well as new understandings.

g.     Journaling: What did you learn about yourself? What are you going to with the new learning?

Conclusion

The desire for healthy living is not always enough to guarantee success. Even taking the necessary steps to get started may not be sufficient. Sometime a person needs to know that someone else has walked in their shoes and thrived. Storytelling, autobiographies, and journaling can be optimal tools used in an educational environment, in particular with a journey to a healthier regime.

Heavily incorporating the use of narratives into our Fit ‘n Fun: Healthy Living Exploration program will permit students to not only learn from someone else’s trials and triumphs but from their own as well. Students will encourage one another and gain healthy perceptions from a variety of tailored viewpoints. In the end, they will have reframed their old stories to create new ones.

     

References

Clark, C., & Rossiter, M. (2008). Narrative Learning in Adulthood. New Directions for Adult and Continuing Education, 119 (Fall), 61-70. Doi:10.1002/ace.306

http://my.clevelandclinic.org/health/healthy_living

http://www.mayoclinic.org/patient-care-and-health-information

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. M.(2007). Learning in adulthood: a comprehensive guide. San Francisco, CA:  Jossey-Bass Publishing.