Implementation+Stage


 * Implementation Plan and Facilitator Guide **


 * __Unit Overview __**** - Team Member A **


 * Background and Goals**

This instructional module will better prepare you to understand what cholesterol is and how to manage this through proper nutrition. We will be using both lectures and video’s to better explain this information. At the end of this presentation you will have gained knowledge about the different types of cholesterol, the factors that affect cholesterol, and how to prepare your diets to be able to reduce the amount of medication that you are taking.


 * Introduction**

We will be taking you through a cholesterol education journey. As we progress through this training you should have a much better understanding on how cholesterol is affecting your health.


 * Learning Objectives**


 * Objective 1 - Identify the types and levels of cholesterol**


 * Objective 2 – Discuss the factors that affect cholesterol**


 * Objective 3 – Explain diseases linked with cholesterol**


 * Objective 4 – Distinguish high vs. low cholesterol foods**


 * Objective 5 – Accept responsibility in maintaining a healthy level of cholesterol**


 * Table of Contents**


 * 1)** **__Pre-workshop planning__**


 * a)** **Preparing participants**


 * b)** **General site logistics**


 * c)** **Classroom logistics**


 * d)** **Instructional delivery/presentation logistics**


 * 2)** **__Instructional environment, equipment, and materials__**


 * a)** **Considerations for the delivery environment**


 * b)** **Equipment and materials**


 * c)** **Handouts and media support**


 * 3)** **__Instructional Delivery and Sequencing__**


 * a)** **Overview of Lesson**


 * b)** **Sequence of Activities**


 * c)** **Post-lesson activities**


 * 4)** **__Assessment of learning__**


 * a)** **Pre-assessment strategies (before learning)**


 * b)** **Formative assessment strategies (during learning)**


 * c)** **Summative assessment strategies (after learning)**


 * About**

This is a guide for trainers/facilitators to use before training begins, throughout the training and as a refresher after the class is over.


 * __Pre-workshop planning__ - Team Member D1**

It is crucial for the facilitator/instructor to ensure all details are accounted for, so that instruction commences as smoothly as possible. For the upcoming workshop on Lowering Cholesterol through Proper Nutrition, here is a checklist of what the facilitator/instructor will need to prepare prior to the class. Note: It is assumed the facilitator/instructor has already secured the location for the workshop.


 * Preparing participants**

Send a registration confirmation letter to participants of the workshop. The letter should include:


 * Workshop title/topic
 * Date, time, and location of the workshop
 * Duration of the workshop
 * Prerequisite for the class – basic English reading and writing skills
 * General driving direction to the workshop site
 * Parking information at the site
 * Arrival and departure times
 * Building entrance/access protocol – inform students to bring a photo identification and the confirmation letter
 * Inclement weather and/or emergency class cancellation protocol – provide a contact number with a pre-recorded message
 * Facilitator/Instructor contact information – phone/cell phone and email
 * Building security/site/front desk management contact number


 * General site logistics**
 * If possible, put up a sign in the parking area so students know exactly where to park and know they are in the right building.
 * Inside the building, put up signs to direct students to the correct classroom.
 * Ensure students have access to the building where the workshop will take place. Make sure students present a photo id and/or registration confirmation letter for entrance to the building.
 * Provide the building security guard/front desk attendant/building manager with the list of registered attendees. If someone forgets to bring a photo identification, the building security guard will contact the facilitator and the facilitator will sign-in the student.
 * Inform the workshop site (building) manager of the event and the approximate number of attendees expected.
 * Inform the workshop site (building) manager that class will be postponed in case of inclement weather.

Note: If class is postponed due to inclement weather, send a written notification to students, with future date and time of the workshop. Workshop must be conducted within no more than two weeks period after the first postponement. Prepare the notification and have it ready regardless of the weather so you can mail it immediately if need be.


 * Order healthy refreshments and ensure the catering company knows where to deliver the refreshments and how to contact the facilitator.


 * Classroom logistics**
 * Arrive at least thirty minutes early to go over everything and prepare yourself to get started as soon as the students arrive.
 * Bring a copy of the students’ registration list
 * Bring students’ nametags (prepared in advance based on the registration information). Bring blank nametags as well.
 * Bring course completion certificates (prepared in advance) to give to students at the end of the course.
 * Set up the refreshments table so as not to have it interfere with the instruction, in the back of the room, and away from the entryway.
 * Ensure the lighting is adequate
 * Ensure all the presentation materials needed are available and/or working:


 * Power Point slides projection wall, white board, screen, etc.
 * Fully charged laptop computers – have a spare laptop in case one breaks down.
 * Have a traditional slide projector ready as well and know how to use it.
 * Make sure the battery to both laptops is fully charged in case electricity goes out.
 * Bring battery-operated lamps as well (just in case).
 * Make sure there is a reliable Internet connection in the classroom and identify the technical support contact in case connection is lost.
 * Check the websites you will be using for the instruction to make sure they still exist and are valid
 * Have extra copies of the handouts
 * Keep adequate supply of pencils and pens


 * Bring an extension cord as well as a surge protector – in case the computer’s original cord does not reach the outlets.
 * Ensure a garbage can/recycle bin is available.
 * Ensure there is a working telephone and find out how to make an “outside” call from the classroom.
 * Ensure there are sufficient chairs and tables, and that the seating arrangement is conducive to learning; i.e., students can comfortably see and follow what the facilitator/instructor is presenting. Arrange the seating for three students per table.
 * Ensure there is adequate space for students with wheel chairs
 * Locate the rest rooms, building emergency contact number, emergency exits, phones, water cooler and vending machines.
 * Find out the emergency procedures of the building/classroom


 * Instructional delivery/presentation logistics**
 * Dress professionally.
 * Ensure the Power Point slides are in the order you want them to be and are in sync with the students’ handouts.
 * Practice playing the Power Point slides from your computer/laptop.
 * Make sure the white board, the wall, or the screen your slides will be projected on is clean, and has an even surface.
 * Practice the presentation several times prior to the actual workshop date.
 * Have a glass of water ready (in case of dry throat during presentation).


 * __Instructional environment, equipment, and materials__** **- Team Member D2**
 * Considerations for the delivery environment
 * Large, open room
 * Desks that allow movement and group discussions
 * Open section for socializing and snacks before and after training.
 * Venue with free accessible parking, including Handicap parking
 * Equipment and materials
 * Projector Screen
 * Projector
 * Computer and any corresponding needs
 * Speakers to play sound on video
 * Desks/Tables
 * Handouts and media support
 * PDF retrieved from: []
 * Videos retrieved from: []


 * __Instructional Delivery and Sequencing__ – Team Member E**


 * Overview of Lesson**

The //Lowering Cholesterol through Proper Nutrition// workshop is designed to provide students with a basic understanding of cholesterol, the factors that affect cholesterol, the symptoms/diagnosis/complications/diseases associated with cholesterol, and the nutritional option for lowering cholesterol. The lesson will be delivered in a Group Presentation method. The facilitator/instructor will give students handouts from which to follow the presentation. In addition to the handouts, students will watch video segments on the various topics of cholesterol.


 * Sequence of Activities**
 * Welcome/Introduction – facilitator introduces his/her name and welcomes students.
 * Facilitator asks students to introduce themselves and hands them their name-tags.
 * Facilitator explains “housekeeping” items (turn off cell phones, exist signs, restrooms, etc.)
 * Facilitator invites students to partake in the refreshments and to socialize for few minutes.
 * Facilitator begins the class.


 * Objective 1 - Identify the types and levels of cholesterol**


 * Facilitator will begin the lesson by alerting students to what is expected from the lesson. He/she will direct students to watch the following video segments:
 * Introduction to High Cholesterol - []
 * What is Cholesterol? []
 * High Cholesterol and Your LDL and HDL Numbers - []
 * Facilitator will ask students to think about their reason for attending the class (as they are watching the video presentation).
 * When the video segments are completed, facilitator will pause the video and provide a brief summary of the presentation.
 * Students will refer to handouts as needed.
 * Students will give feedback of their understanding of the material covered.
 * Instructor will ask and answer/address student’s questions/comments.


 * Objective 2 – Discuss the factors that affect cholesterol**


 * Facilitator will direct students to watch the following video segments:
 * Where Does Cholesterol Come From? []
 * Your Body’s Cholesterol Gauge - [|http://cholesterol.emedtv.com/high-cholesterol-video/your-body's-cholesterol-gauge-video.html]
 * Causes of High Cholesterol - []
 * Facilitator will pause the video when the segments are completed and provide a brief summary.
 * Facilitator will give students a chance to discuss (within their groups of three) and/or share personal experiences related to the segment they watched.
 * Students will refer to handout and discuss the segment they watched.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address students’ questions and comments.


 * Objective 3 – Explain diseases linked with cholesterol**


 * Facilitator will direct students to watch the following segments:
 * High Cholesterol and Blocked Blood Vessels - []
 * How is High Cholesterol Diagnosed? []
 * Students will watch the video. They may also refer to their handout.
 * Facilitator will pause the video when the segments are completed and provide a brief summary.
 * Facilitator will give students a chance to discuss (within their groups of three) and/or share personal experiences related to the segment they watched.
 * Students will refer to their handouts and discuss the segment they watched.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address students’ questions and comments.


 * Objective 4 – Distinguish high vs. low cholesterol foods**


 * Facilitator will open the following website and direct students to listen to the narration of the content - //Cholesterol and Food Lables.//
 * []
 * Students will listen to the narration. They may also refer to their handouts.
 * Facilitator will exit the website when the narration is completed.
 * Facilitator will briefly summarize the narration.
 * Facilitator will give students a chance to discuss (within their groups of three) and/or share personal experiences related to the presentation they listened.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address students’ questions and comments.
 * Facilitator will open the following website and direct students to listen to the narration of the content – //High Cholesterol: Heart-Healthy Diet//.
 * []
 * Students will listen to the narration. They may also refer to the handout.
 * Facilitator will exit the website when the narration is completed.
 * Facilitator will briefly summarize the narration.
 * Facilitator will give students a chance to discuss (within their groups of three) and/or share personal experiences related to the presentation they listened.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address students’ questions and comments.
 * Facilitator will open the following website and direct/alert students’ attention to the //top five foods that can lower cholesterol//.
 * []
 * Facilitator will suggest students consider incorporating these foods in their daily meals.
 * Students are given a chance to briefly discuss these foods.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address questions and comments.


 * Objective 5 – Accept responsibility in maintaining a healthy level of cholesterol**


 * Facilitator will direct students to the following video segments:
 * //How does high cholesterol affect my life?// []
 * //How is high cholesterol treated?// []
 * //High cholesterol presentation summary// - []
 * Students will watch the video presentation. They may also refer to their handouts.
 * Facilitator will provide a brief summary when the video presentation is completed.
 * Facilitator will direct students to their small groups to discuss what they watched as well as share ways to stay motivated in maintaining a healthy level of cholesterol.
 * Facilitator will alert students to the handout’s section that lists “support group” resources (community resources, websites, books, etc.)
 * Students will refer to their handouts as they continue their discussions.
 * Students will give feedback of their understanding of the material covered.
 * Facilitator will ask and answer/address students’ questions and comments.
 * Facilitator will encourage students to stay motivated and to take the initiative to maintaining a healthy level of cholesterol.
 * Students will take a final quiz.
 * Facilitator will give a verbal quiz to the student with severe arthritis.
 * After students complete the quiz, facilitator will go over the quiz answers with the students.
 * Facilitator will address any additional questions/comments/concerns from the students.


 * Post-lesson activities**
 * Facilitator will ask students to complete a “Course/Facilitator Evaluation” questionnaire.
 * After completing the questionnaire, facilitator will give each student a course completion certificate.
 * Facilitator will encourage students to socialize for few minutes and enjoy more refreshments.
 * Facilitator will thank students for attending and will dismiss the class.
 * Facilitator will clean up the classroom and leave.
 * Facilitator will inform the building/site management class is completed and will sign out.


 * __Assessment of Learning__ - Team Member I: Project Leader **


 * Pre-assessment strategies (before learning) - Strategies to use before the instruction begins to determine prior knowledge. The facilitator may for example create a pre-assessment. This pre-assessment would help the audience focus on the topic at hand. A strategy that can be done with the audience is “Yes/No” cards. This can be done with both live and online conferencing with little modification. See below.
 * Yes/No Cards:
 * Students make each set of cards. They write YES on one and NO on the other. They may use the back and front of one piece of paper, or they may have a piece of paper for each word.
 * When a question is asked the students hold up YES or NO
 * Ask a question from the unit that they will be studying. If they hold up YES; they need to understand that you may be asking them to give an answer.
 * Use some of the most interesting information so that it builds up the desire to learn more about the topic.
 * Instructor can notes about what was known and what needs to be covered as a part of the unit.
 * Questions: The following questions will be asked to aid with pre-assessment strategies.
 * Do you know what cholesterol is?
 * Do you know what your current cholesterol level is?
 * Do you know the difference between good cholesterol and bad cholesterol?
 * Do you know any diseases or other health issues that high cholesterol can contribute to?
 * Do you know any healthy recipes that aid in reducing cholesterol


 * Formative assessment strategies (during learning) - It is important to assess learning during instruction. Both informal and formal provide to provide feedback. Its important to do “status checks” with your audience. Depending on the result of the status check, the instructor can modify current or future activities. A strategy that can be used is called Face the Fact.
 * Face the Fact:
 * State a fact related to the topic that can be answered with an emotion of a happy face.
 * Have students make three cards which have a happy face, a straight face, and a sad face.
 * Have students hold up the card that matches their emotion about the learning
 * Questions ( These questions below are starter questions, the facilitator will respond to environmental queues during class)
 * Having high cholesterol is good for you?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you know what your current cholesterol level is?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can someone explain what the difference between good cholesterol and bad cholesterol?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can some give an example of a disease that is impacted by high cholesterol?


 * Summative assessment strategies (after learning) – The facilitator should perform both formal and informal assessment about the learning. An example of informal assessment would be conducting a round table discussion or reflection. A formal assessment would include any tests or quizzes that the facilitator developed as part of the course as well as any that quizzes or tests that were developed at the last minute.
 * Rotation Reflection
 * Post charts around the room with a related topic written on each sheet.
 * Small groups gather at each location to give ideas and vies on the chart topic.
 * A recorder fills in the charts with great ideas generated.
 * A signal is given for the groups to move to the next chart and respond to the topic.
 * Groups continue around the room, visiting each chart in turn and adding ideas.
 * The last group remains at the chart, consolidates information and reports it to the large group.

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