Individualized Learning Model

After attending numerous conferences, conducting an intensive review of the education and neuroscience/learning literature and interviewing experts in the field, DCC developed the following Individualized Learning Model to guide our current program development. Our objective was to develop a model that integrates current educational theory to promote critical thinking of the learner leading to improved health habits. Our newest programs based on this model are more learner-centered and accommodate more individualized instruction. In some instances, individualization is achieved by a greater reliance on technology.

This individualized learning model integrates multiple factors that support learning and personal decision making, including developmental and motivational considerations. Acquisition of knowledge alone is not our endpoint, nor is a positive change in attitude. Rather, achieving and sustaining positive behavior change is the desired outcome of our programs.

Step 1 - Develop Personal Meaning

At the beginning of a successful instructional experience the learner establishes a positive emotional connection and links with past, real-life experiences. A positive emotional connection helps the learner begin to feel comfortable with the thought of making a change. In this stage it is especially important to connect to the individual's emotions since it will engage the learner and motivate change. The personal relevance increases the likelihood the learner will retain the information and act on it in the future.

In a health lesson or counseling session, linking with past experiences is easily achieved by beginning with a self- assessment of personal health habits. Through this the individual may recognize the existence of a problem. The learner may be in the pre-contemplative stage (defined in Prochaska's Stages to Change/Readiness to Learn Model); they are deciding if they truly want to make a behavior change.

The learner is being led by the facilitator or teacher toward the next step of conceptualizing a potential change. They are instructed to imagine decreasing the barriers around improving health habits. Emphasis is put on increasing confidence in the individual's ability to successfully make a change. For more ideas on instructional strategies appropriate for this step, click here.  

Here the individual acquires the necessary knowledge to begin creating a plan for change. The major focus is on content: setting the learner up to process the information, helping them define the choices they would like to make and developing a plan for improvement.

Learners are most successful when they are led to consider multiple options for improving their health behavior and then selecting their best choice. By the individual identifying their own best choices the likelihood of behavior change is increased. The individual is supported best when they perceive they are truly empowered to make a choice to resolve the problem. For more ideas on instructional strategies appropriate for this step, click here.

Once the best choices have been made, the plan for change is created and the plan has been individualized and tailored to the individual's own specific needs, it is the time to practice the plan and adapt it for personal usefulness. The learner now prioritizes the information to allow them to take action and apply it to real-life situations. The learner determines the unique barriers that could undermine the plan and does decision-making and problem solving to visualize possible solutions. The learner is directed toward small changes that are more likely to be sustained over time than large, sweeping changes.

At this point, the individual has identified areas for change, developed their plan, and moved to action. Now is the time for self-reflection and re-adjustment of the plan. For more ideas on instructional strategies appropriate for this step, click here.

This phase of the learning model will happen after the instruction has been completed. Here the individual has created personal adaptations for integrating the plan into his/her daily habits. At this point, they continue to make adjustments and gain new insights to barriers that come up. Because the learner has internalized a value for the new health behavior, the choices have now become a lifestyle change. An important aspect of this phase, however, is managing variances and setbacks. "Ebb and flow" occur as the individual may slip back into old habits. They will need to make adjustments to get back on track with the plan. Social and environmental support is critical here. For more ideas on instructional strategies appropriate for this step, click here.

How this model is applied varies depending on the age of the learner. Programs for younger children focus on the basic skills of health education. The role of the teacher focuses on developing personal meaning for healthful behavior and providing the conceptual background on nutrition, activity and lifestyles choices. Programs for older children, adolescents and adults focus on specific health related issues and the instructional process emphasizes personalizing the plan and maintaining the plan. The teacher/facilitator's role becomes less instructional and more supportive or passive and the learner takes charge.

Program evaluation efforts completed to date demonstrate that this model contributes to healthier choices. To review DCC's program evaluation summaries for schools click here and for health care settings click here.

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Prochaska, James. Changing for Good, Pennsylvania: Avon Books, 1995.
Rosenstock, IM: Historical origins of the health belief model. Health Education Monographs 2:328-335, 1974.
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