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1. Observe teach back and demonstration by students.

2. Return in 3 weeks and evaluate procedure and knowledge again.

3. Observe community illness rates over years.

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Adams, B. M. (2016). [Photographs]. Uganda.

Santrock, J.W. (2016). Essentials of Life-Span Development. (4th ed.). New York: McGraw-Hill Education.

Seli, H. (2016). Learning Designer Toolkit. Unpublished manuscript.

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The final activity for the children gives them the opportunity to practice and apply the new knowledge they have acquired.

This activity is done as a group, allowing for maximum peer interaction.

The repetition of hand washing in this activity allows for increased transfer of knowledge, and is careful to not overload their working memory.

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The discussion activity is designed to help foster community and relationships within the group.

It also allows the learners to direct the pace of the conversation to their own needs.

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Learning and Motivation Research Support for Activity 4

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Learning and Motivation Research Support for Activity 4

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1. “Learning and motivation are enhanced if the learner values the task”

1. Discussing what they have learned and how to apply the concepts will further enforce the value of the learning task, especially in hearing and sharing different perspectives in a group setting.

2. “Learning and motivation are enhanced when learners are given the opportunity to apply what they have learned in varying contexts,” (Seli, 2016).

1. In this activity, the adults have the opportunity to discuss how they plan to apply this knowledge in their own contexts. This will allow them to think about potential barriers and challenges and use the support and innovation of the group setting to attempt to address those issues. The purpose is to simulate applying the new knowledge outside the classroom, so that the learner will be better prepared to transfer the knowledge to a real life setting after the learning experience.

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Learning and Motivation Research Support for Activity 4

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Learning and Motivation Research Support for Activity 4

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“Learning and motivation are enhanced when learners are given opportunity to apply what they have learned in varying contexts,” (Seli, 2016).

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A guided group discussion is the final component of the learning experience. Learners will be asked three questions during the discussion: When is it appropriate to wash your hands? What adjustments would you need to make in your life to apply what you have learned here today? What barriers do you see to applying good hand hygiene in your everyday life? Learners will be given around fifteen minutes to discuss the three questions together.

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Students will demonstrate together how to correctly wash their hands. They will be provided with the necessary supplies and instructed to practice washing their hands. Depending on the level of knowledge of the group, the instructor may choose to demonstrate with the learners or allow the learners to help each other correctly demonstrate proper hand hygiene.

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After reading the book, learners will have a chance to apply the concepts discussed in the book. They will be asked to order a series of pictures that depict the correct hand washing procedure. Learners will be given support from each other and from the instructor if necessary.

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This activity was designed with the idea that children have entered the concrete operational stage of development, and are capable of ordering and seriating. This allows them to further practice and develop this type of thinking while continuing to review and transfer the new knowledge regarding hand hygiene.

It also takes into account the child’s desire for autonomy and independence. While the learner may ask for help, it is entirely possible for the child to complete the activity alone allowing for independence and self-regulation.

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This activity is designed to allow the adults to reinforce and apply the new concepts in an easy and low pressure environment.

The decline of cognitive skills varies across a wide range, and this activity allows for adults to learn at whatever level they are at, be it at a much slower pace or a more rapid pace.

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Learning and Motivation Research Support for Activity 3:

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Learning and Motivation Research Support for Activity 3:

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“Learning and motivation are enhanced when learners experience autonomy, enjoyment, and satisfaction” (Seli, 2016).

In this activity the children are able to use their autonomy by placing the cards in order independently.

The activity is designed to be an ordering game, which will further cement the learning outcomes into the working memory of the learners.  By using the game-like design it enhances the learners experience of enjoyment and satisfaction while reviewing important conceptual elements of the learning activity.

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Learning and Motivation Research Support for Activity 3:

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Learning and Motivation Research Support for Activity 3:

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"Learning and motivation are enhanced when learners are given opportunity to apply what they have learned in varying contexts,” (Seli, 2016).

Learners will be given the opportunity to individually apply the procedural knowledge, and then to apply it by demonstrating it to another person.

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Learners will be asked to demonstrate the correct hand washing procedure, and to then teach each other the correct procedure. The key aspect of this activity is that learners will taking turns teaching each other how to wash hands. The idea being that this will further cement the procedure into their long term memory.

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The presentation remains short and very simple, so as to not help the learner focus on the most relevant and important aspects of the learning activity.

It takes into account their decreased selective attention and maintained sustained attention spans.

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This activity allows learners to develop self-regulation skills, critical thinking skills, and working memory.

The children must sit quietly for a short amount of time, which centers around their ability to self-regulate.

They then mentally create relationships between the information in the story and apply the information outside the story, which centers around their newly developing critical thinking and developing executive function.

It also scaffolds a small amount of information to slowly build upon their working memory, while decreasing external stimuli by having children focus only on the story.

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Learning and Motivation Research Support for Activity 2

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Learning and Motivation Research Support for Activity 2

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After recognizing the group’s needs, the instructor will verbalize clear and challenging goals for the remainder of the learning experience.

“Learning and motivation will be enhanced if learners have clear, current and challenging goals” (Seli, 2016).

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After capturing the learners’ attention with the Glo-Germ activity, the instructor will then give a short presentation on the importance of hand hygiene and the proper hand washing procedure. The instructor will use a simple handout with pictures of the correct procedure and when to wash your hands.

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After the Glo-Germ activity, the instructor will read a storybook with pictures about washing hands. The story will demonstrate the five instances when it is necessary to wash hands and the correct procedure for how to wash your hands. This is intended to be a creative way to incorporate a didactic component for the learners.

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-important to find companionship and friendship
-executive function and working memory may start to decline
- reflect  on how they have spent their lives: integrity vs. despair
-less able to distinguish between relevant and irrelevant stimuli

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- Concrete Operational Stage
- increased cognitive control, executive function, self-regulation, long term memory, attention
-increased sense of curiosity
-developing higher value of peer relationships
-developing cooperative skills

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For the older adults, this activity is intended to capture their attention and demonstrate value.

While in many older take longer to retrieve semantic memories (Santrock, 2016, p. 379), this learning experience is designed with many opportunities for reinforcement and repetition.

It also for peer interaction and development of a sense of community among the learners.

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The Glo Germ activity captures the learner’s attention and draws them into the learning activity by playing into their increased curiosity.

It also addressed the learner’s need for concrete operations. It takes an abstract concept (germs) and demonstrates how germs exist and interact in a real way for the learner. The visualization of the germs creates a real, concrete object that the learner can easily comprehend.

It also is appropriate for their new level of rational thinking, in that they must comprehend the causal relationship between germs and hand washing.

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Learning and Motivation Research Support for Activity 1

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Learning and Motivation Research Support for Activity 1

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1.  “Capturing and focusing the learner’s attention increases the potential of learning,” (Seli, 2016).

1. The activity uses novelty, visualization of an abstract concept, and active participation to capture and focus the learners’ attention. There is novelty in the use of a visual gel that will capture their attention.

2.  “Learning and motivation are enhanced if the learner values the task,” (Seli, 2016).

1. The Glo-Germ gel allows learners to visualize germs on their hands, so that they can understand the value of the learning experience. The visualization of the germs will help the learner to understand the necessity of hand washing in their everyday life. This activity is done in the very beginning so that the learner desires to gain and acquire the knowledge and skills being taught.

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Learners will each be given a small amount of “Glo Germ Gel” and told to rub it into their hands like lotion or soap. Learners will then be instructed to go wash their hands in the manner that they usually do. Upon return to from hand washing, the instructor will use a small black light to illuminate the areas of their hands that were still unclean. This will demonstrate the “germs” that still remain on their hands after washing them in usual practice.

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Learners will each be given a small amount of “Glo Germ Gel” and told to rub it into their hands like lotion or soap. Learners will then be instructed to go wash their hands in the manner that they usually do. Upon return to from hand washing, the instructor will use a small black light to illuminate the areas of their hands that were still unclean. This will demonstrate the “germs” that still remain on their hands after washing them in usual practice.

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By the end of this learning experience learners will:

1. Indicate at least five instances when it is necessary to wash your hands.

2. Demonstrate the five steps to appropriate hand washing procedure.

3. Assess the demands of following appropriate hand washing procedures in their daily lives.

4.     Demonstrate a high degree of confidence in their ability to apply appropriate hand washing procedures.

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The learning environment is a week long medical clinic in Bombo, Uganda. Learners will be grouped with their age group, and the experience tailored to the specific developmental needs. In the learning experience, the learners will learn how to wash their hands, when to wash their hands, and why it is important for their lives.

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for Middle to Late Childhood learners and Late Adulthood Learners