1. Dialogue Learning Engaging Learners, Changing Lives Settings Healthy Behavior Change Dialogue Learning Methods Putting Theory Into Practice

2. Apply Dialogue Learning strategies in a variety of settings:  Clinical practice  Hospital  Outpatient Clinic  Food Service Staff Training  Nutrition Counseling  Community Settings  Health Department  Community Action Agency  Parent Group  Office on Aging  WIC Clinic  Nursing Home Settings

3. Adult Education Methodologies Focus on Behavior Change Learn by Doing Make Connections Encourage Interaction Meet Participants Where They Are Stage of change What is motivating

4. Behavior Change Awareness of Need KnowledgeWillingnessMotivationAccessResourcesTimeSupportFear Behavior Change

5. Key Philosophy The learner is the decision-maker. Learners choose if they learn and if they will change their behavior. The learning is in the doing and in the deciding.

6. Keys to Success Observe each participant’s “stage of change” Find out what “motivates” each person Provide essential information Provide information/skills necessary to foster behavior change Encourage information exchange among participants

7. Dialogue Learning a conversation which engages learners to take an active role in learning.  Discussion  Exchange of ideas  Hands-on activities  Reflection and application of new information  Behavior change Central Principles of Dialogue Learning Motivational Interviewing

8. Lesson Environment Setting the stage for learning Planning and Preparation  Respect time  Welcome  Bright colors and visual resource materials  Nametags  Arrange chairs in circle  Pens and paper Body Language  Eye contact  Smile  Posture, gestures, and proximity to learners  Make the lesson accessible  Meet learners on the same physical level Central Principles of Dialogue Learning

9. 4 A’s of Dialogue Learning Central Principles of Dialogue Learning Anchor – warm-up activity Add – information you want to share Apply – engage in application of the lesson Away – consider ways to use information presented, set goals, consider behavior change.

10. Anchor Warm Up Activity Central Principles of Dialogue Learning  Corresponds to the lesson  Timed activity  Work in pairs or small groups.  Ask for a sampling of a few responses  Make personal meaning out of lesson topic right from the start. Set the stage for learning.

11. Add Central Principles of Dialogue Learning  Teach so learners can apply information to their daily life.  Make information accessible to all learners, Written and oral instructions pictures tangible learning resources  Minimize concepts and handout materials.  Avoid information overload!

12. Apply – Push and Pull Central Principles of Dialogue Learning  Balance “push” (delivering information) and “pull” (receiving information)  Voice by choice!  Create a safe learning environment.  Stay true to lesson structure.  Ask “open-ended questions” relevant, but not too personal. Remember the 4 A’s: ANCHOR, ADD, APPLY, AWAY.

13. Away-Closing Central Principles of Dialogue Learning  Ask, what are your questions?  Wait 5 seconds for responses, maintain eye contact.  Be an active listener.  Thank learners with affirmations.  Weave comments and questions together, summarize and review lesson.  Reiterate and reinforce essential messages.  Empower learners to set goals, incorporate healthy behaviors into their daily routine.

14. Open-ended Questions Putting Theory Into Practice  Problem solve and apply information  Contribute thoughts and ideas  Reach beyond yes or no  Foster trust  Share without fear

15. Let’s Consider Some Examples Open and closed questions, can you identify each type? Putting Theory Into Practice 1.Which of these foods contains whole grains? 2.What surprised you about the ingredients listed on this box of cereal? 3.Do you eat meals together as a family? 4.Can you share some ways in which everyone can help to prepare and enjoy family meals together? 5.Is soy milk a dairy food? 6.What are some creative ways to cook with soy or almond milk that your family might like?

16. Affirmations Everyone deserves to be heard! Putting Theory Into Practice  Acknowledges learners are vital to the learning process  Helps establish rapport.  Engages learners  Provides personal and diverse perspectives Great care must be taken on the part of the educator when responding to learners with an appropriate affirmation.

17. Affirmations Continued Let’s take a closer look at questions or responses you might receive from a participant: Putting Theory Into Practice 1.A relevant question which applies to the whole group 2.Comment which contains inaccurate nutrition or medical information 3.Question or comment which does not relate to the lesson 4.Response which summarizes the concepts of the lesson 5.Concern about personal dietary restrictions 6.Question about a child’s health, wellness, or diet 7.Comment about success with the latest diet trend 8.Inquiry for additional resource information on a related topic

18. Identify Derailing Questions & Responses Putting Theory Into Practice Listen to the following questions and statements. Can you identify the ones which just might throw the learning and the lesson off track?

19. Identify Derailing Questions & Responses Putting Theory Into Practice 1.Are canned vegetables less healthy than fresh ones? 2.How can I make my EBT benefits go farther to buy healthy foods? 3.I don’t buy low-fat milk, it tastes awful! 4.I am a diabetic, how much diet soda can I drink each day? 5.No one in my family likes vegetables. They wouldn’t like this recipe. 6.How can I make sure the bread I buy is made with whole grains?

20. Affirmations Continued How can we effectively respond to learners? Putting Theory Into Practice  Engage participants  Weave responses into lesson content  Empower learners to apply information  Avoid giving more praise for one response over another Affirmations generally fall into 3 categories: Acknowledgement or Reinforcement Contrary or Negative Point of View Misinformation

21. 3 Types of Affirmations Putting Theory Into Practice Acknowledgement or Reinforcement Contrary or Negative Point of View Misinformation That is so interesting… (Acknowledgement) That is something I had not thought of before… I am not sure I understand your thinking. Our emphasis today is… Your idea relates to our lesson topic… (Reinforcement) Thanks you for sharing your different perspective… I had been thinking about it differently, but I appreciate your input. So you are saying… (Reinforcement) I appreciate you sharing your idea because… Let me check my understanding, did I hear you say… This idea supports the lesson topic we are talking about today (Reinforcement) I hear what you are saying, can you share how it relates to our topic? I am not certain we are talking about the same thing. Let’s briefly review the concept again. Thank you for your question, it is one best answered by your health care practitioner. (Acknowledgement) Thank you for questioning this perspective… That doesn’t fit my experience, but it is most interesting.

22. Let’s Consider… In what ways can you use Dialogue Learning in your work? Share one take away from this training which encourages client/participant behavior change. What are your questions? Putting Theory Into Practice

23. Dialogue Learning Engaging Learners, Changing Lives Thank you for your participation today! Lynn Rubin lrubin@umd.edu 410.715.6903 If you have any questions about today’s presentation, feel free to contact me.