1. Journal Entry Think of a friendship. What makes
it a healthy relationship?

2. Health Alive! Debbie De Franco, HPE Supervisor
Arlington Public Schools
Sheila J. Jones, HPE Supervisor
Loudoun County Public Schools

3. Health ALIVE!!
Modeled after Theory-based Active Instruction (Teachers’ Curriculum Institute/TCI)
TCI uses Multiple Intelligences (Howard Gardner), Cooperative Interaction (Elizabeth Cohen) and Spiral Curriculum (Jerome Bruner)
Based on standards with dynamic lessons

4. Health ALIVE!! Multiple Intelligence Activities: Visual Discovery
Skill Builder
Experiential Exercise
Writing for Understanding
Response Group
Problem Solving Group work

5. What are some qualities of a healthy relationship?

6. Visual Discovery Activity1 2

7. Visual Discovery Activity
NOTES:
What details do you see in the image?
Describe the people in the picture.
What do you think is happening in the scene? What evidence tells you that?
How do you think each person is feeling? Why?
What do you think the guy might be saying to the girl?
What do you think the rose represents?
Why do you think people stay in abusive relationships?

8. Levels of Questioning (Spiral)
Level 1: Gather Evidence
Level 2: Interpreting Evidence
Level 3: Making Hypotheses from the Evidence

9. Levels of Questioning Level 1: Gather Evidence
List everything you can see & touch
Level 2: Interpreting Evidence
“I think _______ feels because I see ________.
“I think this is taking place_________ because I see ___________.”

10. Levels of Questioning
Level 3: Making Hypotheses from the Evidence or Draw conclusion about Evidence
What is happening?
How do you know this is happening?
Why is this happening?

11. Visual Discovery Steps for Selecting Powerful Images
Determine lesson objective that image will support
Determine whether the image contains ‘evidence’ that students can find & relate to objective (level 1)
Determine whether students can interpret evidence (level 2)
Determine whether students can use hypotheses/conclusion information to lead back to the lesson (level 3)

12. Possible Next Steps:
Show additional images, either related to dating violence or other risk behaviors, and continue spiral questioning
Have students record information about the topic in a graphically organized format
Choose one image to conduct an act-it-out, having students interact with the image

13. Possible Next Steps:
Processing Assignment:
Create a public service announcement poster that brings the issue of dating violence to the public’s attention. The PSA should include an image of a couple and a “tag-line” that could be used to represent the issue. Consider the poster to be part of a series that could be hung in high school hallways.

14. Differentiating Instruction in Mixed-Ability Health & PE Classrooms
One size does not fit all! 14

15. Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful tasks ongoing assessment and adjustment
flexible grouping
clarity of learning goals
appropriate challenge 15

16. Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment 16

17. Identifying Objectives
What do you want the students to know and be able to do? These should be clearly articulated:
Objective: Students will be able to predict the
outcome of risky behaviors and develop a
personal plan to avoid these situations (addresses SOL 9.3c).

18. Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment 18

19. What is pre-assessment?
Finding out AHEAD OF TIME:
What students know (or don’t know) about what you’re going to teach
What students are interested in
How students best process information
How can this be accomplished?
Class discussion, entry card, survey, etc. 19

20. Pre-Assessment Entry Card
Draw or describe an example of a risky behavior you have encountered.
How did you respond? Why? 20

21. Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about it… 21

22. Consider flexible grouping:
Sometimes you group according to students’ “READINESS.”
“Readiness” refers to a student’s grasp of a particular concept or task – not to “general ability.”
Sometimes students make CHOICES about how they will be grouped.
Sometimes you group according to students’ INTERESTS.
Sometimes you group according to students’ LEARNING PROFILES. 22

23. When differentiating instruction, be mindful of assigning respectful tasks!
Differentiation is NOT individualized instruction with separate lessons plans for each student
Differentiation IS recognizing that students are different and responding to those differences in a thoughtful way.

24. Are these respectful tasks?
STRUGGLING LEARNERS:
Complete the packet of worksheets on risky situations . You may choose to work with a partner if you like. Check your work with the answer key in the back of the room.
ADVANCED LEARNERS:
Using flip cameras and your natural brilliance, create a video about handling risky behaviors. This will be presented at the next school assembly! 24

25. Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment 25

26. Sample Differentiated Activity
Description of Activity:
Students will work in small groups to analyze pictures of teens engaging in behaviors that put them at potential risk of disease. Students will then complete a graphic organizer that will identify the risky behavior, predict what may be the consequence, and create a plan for prevention and/or control of the behavior.

27. Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment 27

28. Whole-Group Discussion
Based on the activity, the group discussion reinforces the objective of the lesson.
Groups can present different scenarios and share/discuss with class.
Based on the discussion students are assigned an extension assignment such as creating videos or PSAs, designing ad campaigns, doing research & finding data, etc.
The possibilities are endless!!!

29. Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment 29

30. PLEASE BEGIN the POST- TEST>>>
Post-Assessment
Now, let’s see what you have learned about risky behaviors
Answer the following questions
You’ll have 5 minutes to complete this assessment
PLEASE BEGIN the POST- TEST>>>

31. Directions: Complete the following:
1) On scale of 1 to 5, rate your present knowledge of identifying risky behaviors.
(low) (high)
2) In bullet form or sentences, write all you now know about risky behaviors.
3) I now know more about how to identify and avoid risky situations (number by confidence level, #1,2,3).
___ identification of risky behaviors
___ predict consequences of risky behaviors

32. So What?
Yale research indicated that, “Students whose instruction matched their pattern of abilities performed significantly better than the others. Even by partially matching instruction to abilities, we could improve student achievement.”
We tend to teach in/from our own learning preference the majority of the time.
AWARENESS! 32

33. Tips for Managing a Differentiated Classroom
Develop a Classroom Community (teams, shared rules, collaboration vs. competition)
Yellow pages of classroom experts, kids design personal ads 33

34. Tips for Managing a Differentiated Classroom
Assign various roles in cooperative groups (facilitator, materials coordinator, time keeper, task master)
Develop a system for resolving conflicts or differences of opinions (peer mediation, class meetings, agenda box)

35. Tips for Managing a Differentiated Classroom
Increase student-student interactions vs. teacher-student
Visual and auditory learning supports (posters, interactive charts, tape-recorded directions, common symbols for learning tasks, word walls)

36. Tips for Managing a Differentiated Classroom
Create room arrangement that permits easy student movement and high teacher visibility
Provide purposeful activities and procedures for students who finish tasks early that extend or reinforce learning

37. Nutrition Skill Builder
Food Label Activity:
What is the food item?
Match label to food. Verify w/ teacher.
Questions:
-Main ingredient?
-Nutrient w/ highest % daily values?
-How many servings per food item?

38. Another Activity!
Objective: The student will learn the process of evaluating the nutritional content and portions of a meal (SOLs 9.1.a, c, & d).

39. Differentiated Activity
With a partner, have students “order” a meal from the menu (hide nutritional content).
Have a few students share the meal they selected with the group.
Open the menu with nutritional content and have them analyze their meal.

40. Extension
Objective:
Students will apply nutritional concepts in the creation of a properly portioned meal (SOLs 9.1.a, c, & d).

41. Differentiated Activity
Using the analysis, have students compare with the Food Guide Pyramid. How did their meal compare?
Now, compare portion sizes on the menu vs. the portion plate.
How many meals are super-sized, compared to the portions recommended?

42. Materials needed: Standard size plates (12-13”)
Portion plates (9-9.5”)
Food Guide Pyramid
Menus
Calculator
Paper & pen

43. Portion Plates

46. So many activities, so little time!
Resources:
Theory-based Active Instruction (Teachers’ Curriculum Institute/TCI)
Differentiation Presentation: Catherine Brighton, Ph.D., University of Virginia