COOKING MATTERS NEW VOLUNTEER TRAINING WELCOME COOKING MATTERS NEW VOLUNTEER TRAINING

Training Goals: Build Skills and Practice Sharing Content Practice Putting It All Together  Practice Putting It All Together  Practice Putting It All Together  Practice Putting It All Together  Share training agenda with attendees. Let them know you will explain key teaching techniques and then give them opportunities to practice those skills.

PROGRAMING IN (PARTNER ORG SERVICE AREA) Insert lead partner logo and/or map of your service area 4-5 points of interest on your program How many courses and tours you offer What % of your participant participate in any of the food assistance programs such as SNAP Types of programs you partner with to host programing Volunteer roles Use this slide to highlight the most important points of your program. Think of it as your elevator speech! Keep this brief, around 2 minutes! They’ve already read the orientation outline.

PROGRAMING IN MASSACHUSETTS This is a sample of the slide used in Massachusetts. Delete from your presentation. Approx. 100 six-week courses and 300 grocery store tours a year Over 90% of programming is for adults, specifically parents 73% of our participants use food assistance program such as SNAP Programing takes place at grocery stores, Head Start programs, Boys & Girls clubs, community centers, and schools throughout the state Typical volunteer roles: Culinary and Nutrition Instructor, Assistant, Tour Leader, and Shopper Use this slide to highlight the most important points of your program. Keep this brief, around 2 minutes! They’ve already read the orientation outline.

How did you hear about Cooking Matters? INTRODUCE YOURSELF Name How did you hear about Cooking Matters? Why do you want to get involved? Share with the volunteers that during the first week of a CM course, or at the start of a tour, we ask participants to introduce themselves and share why they signed up and what they are hoping to learn. Provide some examples of what participants tend to say. Tell them we try to tailor the program to their needs. Similarly, we want to start training by finding out who is in the room so that we can make sure the training is relevant to them and that they feel connected to other volunteers. Consider sharing a class story during your introduction!

A LEARNER-CENTERED APPROACH

REFLECT ON YOUR EXPERIENCES Think about different classes/workshops you have attended What made them enjoyable? What made them effective and memorable? What types of things did the instructor or speaker do? On a whiteboard or flipchart write down all of their responses. Check with volunteers to make sure you have captured everything. Connect their responses to our learner-centered programming. Explain that CM uses this approach to ensure that we are sharing content with participants that is based on their needs and interests.

CONNECT WITH YOUR AUDIENCE

OUR PARTICIPANTS Our participants may have a variety of backgrounds, experiences, and motivations, but they all are low-income Use this opportunity to share a story about one of your participants.

PRACTICE: CONNECT WITH YOUR AUDIENCE DIRECTIONS Working in small groups, pick one Cooking Matters topic Consider what modifications are necessary to make the information relevant with the different audiences – Adults, Teens, Kids, Parents Share your thoughts! NOTES Use the five prompts on the worksheet to help tease out how you might teach the topic differently, or the same! Consider how you might incorporate different activities or visual aids This slide is specific to the “connect with your audience” activity. Create a slide that accompanies whichever activities you choose to do during training. This slide will serve as a reminder of what you are asking people to do and/or to keep in mind. Emphasize that courses follow a set curriculum, but lessons can and should be tailored to what is most relevant to each group. Assessment questions can help guide discussions.

COOKING MATTERS CONTENT

USING YOUR INSTRUCTOR GUIDE USDA Guideline based objectives must be met each class Optional handouts & activities to use during the lesson Share that all Cooking Matters courses follow curriculum based on USDA’s MyPlate and Dietary Guidelines for Americans. Provided instructor guides help guide volunteers through sharing necessary information, tailoring it to audiences, and fostering conversations. Open-ended questions are provided for you Text bubble provide additional tips for sharing information and making it relevant

PRACTICE: HOW WOULD YOU TALK ABOUT… DIRECTIONS Keep your question cards face down – don’t peek! On your turn, read your question aloud, and practice how you would actually answer that question to a participant. Share: How was this challenging? How can you use this as you prepare for each lesson? NOTES Knowing how to share information is just as important as knowing the information in the first place. Try to answer questions succinctly, but in a way that is relevant to the participant. This slide is specific to the “connect with your audience” activity. Create a slide that accompanies whichever activities you choose to do during training. This slide will serve as a reminder of what you are asking people to do and/or to keep in mind. The goals of this exercise is not to critique the actually information, but to give volunteers the chance to actually practice answering questions out loud.

USING FACILITATED DIALOGUE

Instructor guides include content appropriate open-ended questions Unlike a “yes or no” question, an open-ended question encourages conversation Instructor guides include content appropriate open-ended questions Share examples of open and closed questions, such as: Is eating healthy important? Vs. What does eating healthy mean to you?

PRO/CON CHART Experiences and ideas of each participant are shared and compared--learners help each other Participants’ existing knowledge and reality are accepted without judgment, creating a safe environment If time allows, do a small practice pro and con exercise (such as with fresh, frozen, and canned fruits and vegetables). Share examples of how pro and con charts have helped you in a class. For example, discussing a complicated or controversial topic.

Allows participants to select an idea that works best for them MENUS AND CHOICES Allows participants to select an idea that works best for them Weekly challenges let participants choose which behavior changes to try Refer back to the curriculum to demonstrate how menus and choices are incorporated into the weekly challenge. Let volunteers know that facilitated dialogue is covered in depth on the training website.

PRACTICE: NUTRITION ACTIVITY AS YOU PARTICIPATE IN THE ACTIVITY Listen for open-ended questions Notice how the facilitator connects with the audience Experience good classroom management Observe how the facilitator shares information effectively Insert screen shot of whichever nutrition activity you choose to demonstrate Pick one participatory activity to demonstrate how we putting together all these skills

PRACTICE: COOKING ACTIVITY AS YOU PARTICIPATE IN THE ACTIVITY Listen for open-ended questions Notice how the facilitator connects with the audience Experience good classroom management Observe how the facilitator shares information effectively Insert screenshot of whichever recipe you choose to prepare Pick one participatory activity to demonstrate how we putting together all these skills

PRACTICE: MENU PLANNING ACTIVITY AS YOU PARTICIPATE IN THE ACTIVITY Listen for open-ended questions Notice how the facilitator connects with the audience Experience good classroom management Observe how the facilitator shares information effectively Insert a screenshot of whichever menu planning activity you choose to use Pick one participatory activity to demonstrate how we putting together all these skills

BECOMING A VOLUNTEER

AVAILABLE VOLUNTEER RESOURCES Confident Cooking Matters volunteer instructor Watch orientation webinar Attend training Review training program website Take the online quizzes Observe a class ✔ ✔ Point out that there are additional (optional) training resources to builds skills and confidence including the Volunteer Training website and quizzes.

Add next actions for how volunteers sign up for programming NEXT STEPS Add next actions for how volunteers sign up for programming Who they can contact to observe a class How they can find open volunteer positions What follow up communication they can expect Edit slide to include next actions specific to your program.

Step 1: Look online at our calendar NEXT STEPS Step 1: Look online at our calendar This is a sample of the slide used in Massachusetts. Delete from your presentation. Step 2: Filter by Volunteer Opportunities

Step 3: See what programs fit your schedule to volunteer or observe! NEXT STEPS Step 3: See what programs fit your schedule to volunteer or observe! This is a sample of the slide used in Massachusetts. Delete from your presentation.

Create your database link Observe a course or tour (optional) NEXT STEPS What happens next: This is a sample of the slide used in Massachusetts. Delete from your presentation. Create your database link Observe a course or tour (optional) Once you find a course or tour that works with your schedule: Contact cookingmattersma@strength.org  A staff coordinator will communicate with you about the details of the course or tour

“There is nothing better than hearing students recount their successes as they cook new and healthy foods for their families with the ingredients they take home, and with the skills I've helped teach them in class.” -Steve, Chef Instructor, 18 courses