All lessons provide background information via links to reputable outside sources. Background information is not meant to be directly distributed to learners. It is provided for facilitators to review prior to leading the lesson or as needed.
All lessons start with suggested opening questions. The goal of opening questions is to engage learners in a discussion of topics related to the vocabulary and concepts that will be introduced in the lesson. These questions should be phrased such that they encourage sharing of perspectives, rather than be oriented toward arriving at a correct answer. Misunderstandings may be communicated during opening questions, and they should not be corrected at this time. Documenting responses to opening questions on a digital whiteboard, blackboard, or flip chart paper is recommended.
Opening Questions should be broad and open-ended.
Closed-ended Questions…have a limited number of acceptable responses or “right answers”.
o Fact-based.
o Often require only a “yes” or “no” answer.
o Begin with who, what, when, where, and name, and sometimes how and why.
For example: Define the One Health approach.
Open-ended Questions/Prompts… those that can be explored further.
o Do not have a single “right” answer.
o Encourage a full, meaningful answer using the learner’s own words.
o Questions/Prompts that use the terms describe, discuss,interpret, explain, evaluate, compare, if, or what if.
For example: Please explain what you understand about the One Health approach.
After posing Opening Questions, provide ample wait time.
o Wait time provides all learners the opportunity to formulate a response. Typically, the first responses encourage others to respond.
o Wait time encourages quieter, more passive learners to engage. Research reveals that more learners respond when ample wait time is provided.
Remembering: Learners will be able to define the following terms:
Fungi, Microbe, Pathogen, Epidemic, Pandemic, Stakeholders, Zoonotic Disease
Understanding: Learners will be able to explain the following concepts:
Chain of Infection, One Health, Risk Communication, Mitigation Strategies
Applying: Learners will be able to connect disease events of the past with current and future risks.
Analyzing: Learners will be able to interpret supporting evidence from the literature as it pertains to disease events and the contextual information necessary to understand risks, prevention, and response strategies.
Evaluating: Learners will be able to use evidence to understand risks and mitigation strategies, and critique public health communications, as well as ask generative questions of their peers.
Creating: Students will generate products that demonstrate science literacy through written, artistic, evaluative, or analytical applications.
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