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