Using ‘chunk and check’

This approach can be used in conjunction with the ‘teach back’ or ‘show me’ technique. You break down the information into small sections or ‘chunks’. After each ‘chunk’, you check the participant understands the information before you move on.

The DAFNE lesson plans include opportunities for ‘chunk and check’ at relevant points in session delivery.

Watch the video to see an example of using 'chunk and check' in the introduction to carbohydrate counting session to identify food groups and foods associated with them that participants know. 'Chunk and check' can be combined with the 'show me' technique in practical activities to check that participants have understood the content of the session and are able to achieve the learning outcomes.

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Transcript

Slide 1 narration:

It is always helpful to start with what participants already know. In this case, the three main food groups of fat, protein and carbohydrate, and the foods associated with them; this discussion will confirm or clarify their knowledge to start with, and you can then ask the group to expand on this by identifying foods that don’t fit neatly into just one category but could be included in two or more of these main food groups because they contain significant amounts of more than one nutrient.

Slide 2 narration:

A ‘show me' activity is a useful way of confirming that participants have understood information you’ve discussed. In this particular activity, undertaken in small groups or pairs, the participants sort food models into those that contain carbohydrate, those that do not contain carbohydrate and those about which they’re not sure. This activity confirms their learning and encourages group interaction and peer learning. Providing the ‘not sure’ option reduces anxiety about knowing the correct answer, confirms that it’s ok not to be sure at this point, and provides opportunity for group discussion and clarification of the classification of these foods. For example, participants may place the alcohol food model or foods like burgers, sausages and foods with a crumb or batter coating, in the ‘not sure’ section. It’s not unusual for participants to be unsure about the carbohydrate content in these foods and whether it’s significant enough to affect their Glucose and to think about when considering insulin doses.

Slide 3 narration:

Practical activities can be done as a whole group or in smaller groups or pairs. Whole group activities may be less inclusive of participants who are reluctant to take part and you may miss the opportunity to find out how much such participants have taken on board. Smaller group activities or pair work can be more inclusive and promote interaction within the group and give you an opportunity to ‘check’ the learning more thoroughly.

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