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ForwardDietitians in the Health Care Classroom — Assessing Learners’ Prior Knowledge Is Key: Part One of a Three-Part Series
Suggested CDR Learning Codes: 1000, 6010, 6030, 6060; Level 1
Suggested CDR Performance Indicators: 9.1.3, 9.1.4, 9.2.1, 9.4.1
This continuing education course will help RDs be better able to understand the importance of prior knowledge brought by learners (who may be patients) to a classroom setting, demonstrate ways to assess prior knowledge, and take that information into account to choose teaching strategies that will help learners better apply nutrition information to their daily lives.
Course content appeared as the CPE Monthly in the August 2015 issue of Today’s Dietitian.
Learning Objectives
After completing this continuing education course, nutrition professionals will be better able to:
- Explain the importance of prior knowledge brought by patients to a classroom setting, demonstrate ways to assess prior knowledge, and choose teaching strategies that will help participants better apply nutrition information to their daily lives.
- Demonstrate that prior knowledge is a foundation on which to build new knowledge.
- Assess the negative impact of faulty prior knowledge on the patient’s ability to properly process new information.
- Strategically apply analogy when teaching in a classroom setting, linking common prior knowledge and experience to analogous and metaphoric concepts.
- Describe the need for assessing cursory or in-depth prior knowledge of class members.
Kristine M. Westover, MS, RDN, LDN is a high school teacher and author who lives and works in Oregon. A graduate of Brigham Young University and Western Oregon University, she’s the co-owner of Four Score Media, which creates teaching tools and textbooks.
The author has no relevant disclosures to report regarding this program. She has certified that no conflict of interest exists for this program. View our disclosure policy.
Available Credit
- 2.00 CDR