EVALUATING: Explain at the rest of your class the most important micro and macronutrients to eat in the pathology assigned. 

ANALYSING: Examine a scientific article that supports the information you provide in the food guide.

APPLYING: Cook 3 recipees that are healthy and good for your patient.

UNDERSTANDING: Create a clinical case explaining the patient's symptoms and dietetic treatment explaining to your group why you choose each micro and macronutrient according to each symptom. Do a scheme to synthesize the information in a visual way.

REMEMBERING: Play the Kahoot you prepared before.

EVALUATING: Explain at the rest of your class the most important micro and macronutrients to eat in the pathology assigned. Then answer and discuss questions from the rest of the class.

ANALYSING: Examine a scientific article that supports the information you provide in the food guide by surfing the internt (Pubmed) and transcribing the article by using L2.

APPLYING: Cook 3 recipees that are healthy and good for your patient by using ingredients you learned before ans explaing to the teacher out loud each step of the recipee.

UNDERSTANDING: Create a clinical case including the patient's symptoms and dietetic treatment by explaining to your class why you choose each micro and macronutrient according to each symptom. Do a scheme to synthesize the information in a visual way using words you readed and learned when surfing the internet.

REMEMBERING: Play the Kahoot you prepared before with the rest of the students by reading each question loudly (in order to practise pronunciation of the words) and by using inherent vocabulary.

Brainstorming as a class language

Why?
It serves to assess the prior knowledge of the students and begin to identify key words that will be important for understanding the subject matter.

Topic:
Thyroid gland

Level:
Remember

Time:
20 mins

Describe how it works:
An image related to the topic being discussed is projected, and a word cloud is generated using Mentimeter by the students. The words appearing with a larger size are the ones most repeated among the students. The aim is to note at least 5 different words. Once the first part is completed, the words will be related to each other by constructing sentences.

Providing students with three sample business plans that they are asked to analyse for structure, tone, phraseology, and alignment of goals, product development, budget and marketing. Their analysis is discussed in class. Students then develop their own business plan based on the analysis of the samples.
Why?

It allows students to take real references from the sector they want to access as future dietitians. Additionally, creativity is fostered, and students can start directing themselves towards their future.

Topic:
Create your personal brand as a dietitian by opening a dietetic consultation

Level:
Create

Time:
3 weeks

Describe how it works:
Three websites of professional dietitians are presented, offering their services with different target audiences and/or services. Students will analyze each of the proposals and create a SWOT analysis for each one. Once the three analyses are completed, they can start brainstorming ideas for their own personal brand, having identified weaknesses, threats, strengths, and opportunities.

Providing speaking frames such a debate

Why?
The use of role-play debates in the classroom allows students to pay attention, analyze the recreated situation, and generate opinions that lead to further content related to the topic being discussed

Topic:
Digestive system diseases

Level:
Analyze and Evaluate

Time:
2 hours

Describe how it works:
The students work in pairs with the roles of dietitian and patient. During the role-play, the students must use theater to explain various characteristics of the disease: symptoms, dietary treatment, etiology, related bad habits, etc. The rest of the students will observe the role-play, and at the end, a debate will be conducted to discuss successes, errors, and improvements to achieve a complete understanding of the disease.