Lets Move Lets Learn

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    Lets Move, Lets Learnis a teaching and learning servicestrategy in which the mayors office

    helps children learn healthy eating and

    exercise behaviors through health-

    focused service-learning activities.

    education & youth,

    health

    LETS MOVE,LETS LEARN

    a s e r v i c e b l u e pr i n t I M P A C T A R E A :

    S e r v i c e a s a S t r a t e gy :

    LETS MOVE,LETS LEARN

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    M P A C T A R E A : E d u c a t i o n & Y O u t h , h e a l t h

    1

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    I M P A C T A R E A : E d u c a t i o n & Y o u t h , h e a

    Childhood obesity is an epidemic aecting communities nationwide as thenumber o overweight and obese children has tripled in the last three decades.oday, one in three children in America are overweight or obese; millions willace chronic obesity-related health problems such as diabetes, heart disease,cancer, and asthma. Obesity is estimated to cause more than 100,000 deathsper year in the United States.

    Tese health problems will have a signicant impact on local governmentand the community at-large, straining health and emergency services andincreasing the number o people who are disabled and dependent on publicassistance. For obese children, the chance o becoming an obese adult is atleast twice as high as the risk or non-obese children1 and each year, obeseadults incur an estimated $1,4292 more in medical expenses than their non-obese peers.

    1 Serdula, MK, Ivery, D, Coates, RJ, Freedman, DS, Williamson, DF, and Byers, . (1993), Do obese childrenbecome obese adults? A review o the literature. Preventative Medicine, 2: 467-477. http://1.usa.gov/mR1zx2

    2 Center or Disease Control Vital Signs Report: State-Specic Obesity Prevalence Among Adults - UnitedStates. (2009)

    Service-learning is an approach that

    integrates meaningul service to thecommunity with intentional learning. LetsMove, Lets Learn teaches youth abouthealthy liestyle choices while empoweringthem to lead service projects with theirpeers, putting young people at the oreronto encouraging healthy eating habits andactive liestyles. By supporting youthto participate in this initiative, mayorschannel the energy o young people intoactivities that can help increase the amounto time spent exercising or the amounto ruits and vegetables consumed whileteaching the benets o healthy liestyles

    ultimately helping these youth adopt long-term behaviors that can counterchildhood obesity.

    Let s Move , Let s

    Learn is a teach ing

    and learn ing serv ice

    strategy in wh ich

    the mayor s of f ice

    he lps ch i ldren learn

    hea l thy eat ing and

    exerc ise behav iors

    through hea l th -

    focused serv ice -

    learn ing act i v i t ies .

    BACKGROUNDBACKGROUND

    LETS MOVE, LETS LEARN

    BACKGROUND

    LETS MOVE, LETS LEARN

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    Besides the staggering costs obesity places on our health care system, italso hinders children rom becoming active and participating members osociety. For example, overweight and obese children are oten targets oearly and systematic social discrimination.3 Te psychological stress o socialstigmatization can cause low sel-esteem that hinders academic and socialunctioning, and persists into adulthood.

    Mayors, as elected leaders, can help address the obesity crisis locally. Using theirbully pulpit to raise the visibility o health and nutrition in their communitiesand leveraging interest generated by the White Houses Lets Move! campaign,mayors can mobilize educators and youth-serving organizations to promoteLets Move, Lets Learn projects designed to measurably improve youthsknowledge o healthy eating and exercise habits. By mixing classroom andexperiential learning with a challenge to develop community projects aimedat addressing childhood obesity, mayors engage those o primary concern young people themselves in leading the campaign to change unhealthypatterns o behavior and help ght childhood obesity over the long-term.

    3 Strauss, MD and Pollack, H. (2003), Social marginalization o overweight children. Pediatrics and AdolescentMedicine, 157: 746-752. http://bit.ly/oJj8ZX

    2

    Mayors oce engages schools or youth-serving organizations toserve as partners and create a plan or developing and implementing

    the service-learning initiative. As part o this, the mayors oce desig-nates a lead partner to direct adult volunteer and partner coordination,curriculum development, and student engagement.

    1Mayors oce commits to raising the visibility o health and childhoodobesity in the community, determines the target demographic youth orthe initiative (e.g., elementary school students), and disseminates inorma-tion about Lets Move, Lets Learn to create community interest.

    (Backgroundcontinued)

    REQUIRED ELEMENTSREQUIRED ELEMENTSREQUIRED ELEMENTS

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    3Te lead partner develops the curriculum or the program usingthe IPARD/C model (investigation, preparation and planning,action, refection, demonstration and celebration), a tested method orengaging students in service learning. Te curriculum should clearly

    spell out the teaching, learning, and service goals o the initiative. YouthService America recommends that partners plan or the entire programto take about 40 cumulative hours spread across a semester.

    6

    Mayors oce tracks and reports impact metrics or the initiative.

    Required metrics include: Number o students participating in the program Participating youths understanding o healthy ood and

    liestyles, assessed via survey Number o active living and healthy eating service-learning

    projects completed Number o young people served by the projects Number o hours o exercise generated by each project Reported increase in amount o ruits and vegetables

    consumed by young people targeted by each project

    Depending on the type and duration o the service-learning projects, italso may be appropriate to track:

    Participating youths change in BMI or body at percentageater completing service-learning projects that are a semesteror longer

    Number o adults serving as volunteers in developing orexecuting service-learning projects

    (requiredelementscontinued)

    5Mayors oce works with partners to host a Lets Move, Lets Learnair (similar in structure to a science air) to help students publicizetheir projects and report their results to the community, as well as recog-nize partners and volunteers.

    4o advance the service component o the program, adults workwith youth to develop and implement service projects related toobesity and healthy liestyles. Trough their projects, youth will try toincrease the number o hours children spend exercising each week or the

    amount o ruits and vegetables they consume in their daily diet.

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    Conduct an initial orientation meeting or prospective partners, which include local schoolsand youth-serving community organizations. Te orientation meeting is an opportunityor mayors to:

    Introduce prospective partners to the service and learning goals o the initiative; Outline and clariy to participants the required elements o the program; Explain impact metrics; Create a plan or partners to lead participating students in developing the

    service-learning content and integrate the initiative into relevant courseworkor ater-school programming that builds youth knowledge about nutrition,tness, and healthy liestyles;

    Encourage partners to identiy adult volunteers to assist the youth indeveloping their projects (volunteers may be teachers, community volunteers,older students, or sta in youth programs); and

    Introduce prospective partners to resources or projects such as grants rom Youth Service America4 or the Corporation or National and CommunityService, i available.12

    Trough Lets Move, Lets Learn, students will be supported by schoolteachers, sta atyouth-serving organizations, or adult volunteers to accomplish the dual learning and serviceimpact goals o the initiative. Tese goals are to:

    Develop service-learning projects that will increase students knowledge andunderstanding o healthy liestyles; and

    Increase exercise or the amount o ruits and/or vegetables young peopleconsume.

    Te mayors oce works with its partners to design the overall service-learning program tomeet the stated goals. In accordance with the National Youth Leadership Councils K-12Service-Learning Standards for Quality Practice,5 youth should play a central role in planningand executing their service projects. However, adults leading the Lets Move, Lets Learninitiative should determine the broad parameters o the program - including the timeline,

    4 http://ysa.org/grants

    5 National Youth Leadership Councils K-12 Service-Learning Standards or Quality Practice (2008)http://bit.ly/ss83k8

    engagingpartners

    EXECUTINGLETS MOVE, LETS LEARN

    EXECUTINGLETS MOVE, LETS LEARN

    designingtheprogram

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    duration and intensity, overall curriculum, and role o outside partnerships beore students are engaged. As recommended by Youth Service America, the most

    impactul service-learning programs run or at least 40 cumulative hours spread acrossconcentrated blocks o time throughout a semester. (See the Resources section or bestpractices in service learning.)

    Once the timeline and duration are established, the lead partner identies specictopics on which the curriculum will ocus. For example, i it is a school-based program,it will be important to determine what parts o the semesters curriculum the projects

    will relate to. I it is an ater-school program, it can help to designate a specic obesity-related educational topic o interest. o ully integrate service and intentional learning

    into program design, the teaching and learning component should be robust andplanned in advance. For example, instructors should nd creative ways to connectthe structured lessons with real world experiences (e.g., connecting instruction onthe benets o healthy diets to students helping their peers examine the nutritionalvalue o their daily lunches and make healthier choices). Te major components o thecurriculum can be ound in the next section.

    Although the specic programs may vary rom city to city, all Lets Move, LetsLearn curricula and related activities should ollow the IPARD/C model6 investigation, preparation and planning, action, refection, and demonstrationand celebration which is generally recognized as an eective method o engagingstudents in meaningul service learning.1As part o the larger program, studentsshould be provided with a deadline or completing their service projects, suggesteddocumentation and presentation ormats, and any other locally determinedrequirements.

    Step 1: InvestigationStudents begin by examining childhood obesity in their community tounderstand why this issue is important. In addition to structured lessonsled by adults, students may read news articles, watch media reports, or seekother reputable sources o inormation to make sure they have an adequatecomprehension o childhood obesity in their community.

    6 Youth Service Americas First Responders: Youth addressing childhood obesity through service-learning (2010)

    http://bit.ly/qO6oH3

    (designingtheprogramcontinued)

    executingtheservice-learningcurriculum

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    As an additional component o their research, students should explore examples owhat healthy living looks like in their community (e.g., this could include examiningthe nutritional value o a school lunch or counting the number o students involvedin school sports). While theyre gathering inormation, students should be encouraged

    to refect on how healthy living is relevant to them as individuals (e.g., how their dietimpacts their health or how doing their avorite physical activities improves their health).

    Step 2: Preparation and PlanningAter a thorough investigation period, students start to determine what their service-learning project will be, ideally by working in teams. As part o this, they set short-termgoals (e.g., create a walk-to-school-together club) and long-term goals (e.g., the desiredchanges, over time, in BMI or body at percentage o walking club participants) thatthey would like to achieve. Tey also identiy what roles community members and

    potential partner organizations can play to help them.

    Once students have aligned on goals, they are supported by adult project leaders (e.g.,teachers, external partners, or adult volunteers) in creating a plan and timeline orimplementation including a plan to monitor progress against stated goals. Whilebeginner projects can be completed in about two weeks, more advanced projects maytake several weeks or months.7 Research has shown that the duration o service-learningprojects is positively correlated with achieving the desired teaching and experientialoutcomes.8 As mentioned, projects should be spread across a semester, with the whole

    program running at least 40 hours to most aect student liestyle changes, according toYouth Service America.12

    Examples o youth-led service projects that increase exercise or consumption o healthyood are:

    Starting an ater-school exercise club Creating a healthy snack station in schools Working with community gardens to grow vegetables that children can eat Cleaning or repairing a walking or hiking trail, and engaging peers to use it Cleaning or repairing an athletic eld or play space, and organizing peers to use

    it Organizing a local armers market Starting a school or community garden Organizing an intramural sports team or tournament Organizing a healthy eating seminar Organizing a personal training/tness seminar

    7 Dary, ., Prueter, B., Grinde, J., Grobschmidt, R., Evers, . (2010) High quality instruction that transorms: A guide to implement-ing quality academic service-learning. http://1.usa.gov/p1p9ON8 Billig, S. H., Root, S., & Jesse, D. (2005). Te relationship between quality indicators o service-learning and student outcomes:

    esting proessional wisdom. In S. Root, J. Callahan, & S. H. Billig (Eds.), Advances in service-learning research: Vol. 5. Improvingservice-learning practice: Research on models to enhance impacts (pp. 97115). Greenwich, C: Inormation Age.7

    (executingtheservice-learningprogramcontinued)

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    Step 3: ActionDuring this stage students are supported in implementing their projects using the planand timeline they created. While the individual projects may dier, it is importantto establish a timeline or all projects rom start to nish to ensure that students

    complete all stages o the IPARD/C process. Students also document their activities(e.g., by submitting press releases to local elected ocials or taking photographs oactions and recordi...