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© 2011 McGraw-Hill Higher Education. All rights reserved. 1 The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National.

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1 © 2011 McGraw-Hill Higher Education. All rights reserved. 1 The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National Health Education Standards

2 © 2011 McGraw-Hill Higher Education. All rights reserved. 2 The Comprehensive School Health Education Curriculum This is an organized sequential K-12 plan for teaching students the information and skills they need to become: This is an organized sequential K-12 plan for teaching students the information and skills they need to become: Health literate Health literate Maintain and improve their health Maintain and improve their health Prevent disease Prevent disease Reduce health-related risk behaviors Reduce health-related risk behaviors As teachers, you have the important role of teaching your students these skills that will enhance the quality of their lives for years to come As teachers, you have the important role of teaching your students these skills that will enhance the quality of their lives for years to come

3 © 2011 McGraw-Hill Higher Education. All rights reserved. 3 Framework for the Curriculum Ensure commonality of purpose/consistency Ensure commonality of purpose/consistency Improve student learning Improve student learning Provide foundation for student assessment Provide foundation for student assessment Provide foundation for curriculum development Provide foundation for curriculum development Provide enhanced teaching preparation and continuing education Provide enhanced teaching preparation and continuing education Having National Health Education Standards will:

4 © 2011 McGraw-Hill Higher Education. All rights reserved. 4 Health Literacy Competence in: Competence in: Critical thinking and problem solving Critical thinking and problem solving Self-directed learning Self-directed learning Responsible and productive citizenship Responsible and productive citizenship Effective communication Effective communication

5 © 2011 McGraw-Hill Higher Education. All rights reserved. 5 The National Health Education Standards Standards that specify what students should know and be able to do. They involve the knowledge and skills essential to the development of health literacy. Those “skills” include the ways of communicating, reasoning, and investigating which characterize health education (Joint Committee on Health Education Standards, 2006)

6 © 2011 McGraw-Hill Higher Education. All rights reserved. 6 8 National Health Education Standards: Achieving Excellence (ACS, 2007) 1. Comprehend concepts related to health promotion and disease prevention 2. Analyze the influence of culture, media, and other health factors 3. Demonstrate the ability to access information, products, and services to enhance health 4. Demonstrate the ability to use interpersonal communication skills to enhance health Students will...

7 © 2011 McGraw-Hill Higher Education. All rights reserved. 7 8 National Health Education Standards: Achieving Excellence (ACS, 2007) cont’d. 5. Demonstrate the ability to use decision-making skills that enhance health 6. Demonstrate the ability to use goal-setting skills to enhance health 7. Demonstrate the ability to practice health- enhancing behaviors and avoid or reduce health risks 8. Demonstrate the ability to advocate for personal, family, and community health Students will...

8 © 2011 McGraw-Hill Higher Education. All rights reserved. 8 The Performance Indicators These are a series of specific concepts and skills students should know and be able to do in order to achieve each of the broader National Health Education Standards These are a series of specific concepts and skills students should know and be able to do in order to achieve each of the broader National Health Education Standards 1. Understanding the relationship to behavioral objectives 2. Developing behavioral objectives 3. Classifying behavioral objectives

9 © 2011 McGraw-Hill Higher Education. All rights reserved. 9 The Domains of Health Health is the quality of life that includes the following domains: Health is the quality of life that includes the following domains: Physical Physical Mental/emotional Mental/emotional Family-social Family-social Wellness is another description of quality of life which encompasses the above domains of health Wellness is another description of quality of life which encompasses the above domains of health

10 © 2011 McGraw-Hill Higher Education. All rights reserved. 10

11 © 2011 McGraw-Hill Higher Education. All rights reserved. 11 The Model of Health and Well-Being Includes the 3 domains of health and 10 content areas that influence health concepts

12 © 2011 McGraw-Hill Higher Education. All rights reserved. 12 Scope and Sequence Chart This blueprint divides the charts into separate grade levels This blueprint divides the charts into separate grade levels The Components of Health Literacy drives the following: The Components of Health Literacy drives the following: The Content Areas The Content Areas Health Goals Health Goals The National Health Education Standards The National Health Education Standards The Objectives The Objectives

13 © 2011 McGraw-Hill Higher Education. All rights reserved. 13 Performance Indicators A Behavioral Objective is a statement of what a learner should be able to do after a learning experience A Behavioral Objective is a statement of what a learner should be able to do after a learning experience There are 5 rules for writing these objectives There are 5 rules for writing these objectives 1) expectation is clearly stated for who? 1) expectation is clearly stated for who? 2) specify the kind of behavior that will be accepted 2) specify the kind of behavior that will be accepted 3) include content about the specific learning experience 3) include content about the specific learning experience 4) describe a condition which the behavior will occur 4) describe a condition which the behavior will occur 5) specify the criteria for acceptable performance 5) specify the criteria for acceptable performance Examples are provided in Figure 3-3

14 © 2011 McGraw-Hill Higher Education. All rights reserved. 14 Classifying Behavioral Objectives Different types of desired behaviors are identified to classify objectives into 3 domains Different types of desired behaviors are identified to classify objectives into 3 domains Cognitive: thinking behavior Cognitive: thinking behavior Affective: feelings and attitudes Affective: feelings and attitudes Psychomotor: action behavior Psychomotor: action behavior

15 © 2011 McGraw-Hill Higher Education. All rights reserved. 15 Health Topics A subject within each content areas that need to be taught so students will have health knowledge to practice and master the performance indicators of the health standards A subject within each content areas that need to be taught so students will have health knowledge to practice and master the performance indicators of the health standards Life skills should be taught within each content area Life skills should be taught within each content area Health goals should be identified by the student Health goals should be identified by the student Select each health topic carefully with regards to scope Select each health topic carefully with regards to scope Health topics should be placed in a sequence that fosters preventive approaches Health topics should be placed in a sequence that fosters preventive approaches

16 © 2011 McGraw-Hill Higher Education. All rights reserved. 16 How to Introduce and Teach the National Health Education Standards? Prioritize the “self-responsibility for health” concept Prioritize the “self-responsibility for health” concept Focus on “Health Promotion” by allowing the students to use environmental constructs and enables them to act on their knowledge and skills Focus on “Health Promotion” by allowing the students to use environmental constructs and enables them to act on their knowledge and skills Promote the 8 National Health Education Standards Promote the 8 National Health Education Standards

17 © 2011 McGraw-Hill Higher Education. All rights reserved. 17 How to Teach Health Education Standard 1: Comprehend Health Concepts 1. Study health knowledge 2. Ask questions about health knowledge you don’t understand 3. Use health knowledge to form health concepts 4. Use health concepts to promote health and prevent disease Students will comprehend concepts related to Health promotion and disease prevention

18 © 2011 McGraw-Hill Higher Education. All rights reserved. 18 How to Teach Health Education Standard 2: Analyze Influences on Health 1. Identify people and things that might influence you 2. Evaluate how the influence might affect your health behavior and decisions 3. Choose positive influences on health 4. Protect yourself from negative influences on health Students will analyze the influence of family, peer culture, media, technology, and other factors on health behaviors.

19 © 2011 McGraw-Hill Higher Education. All rights reserved. 19 How to Teach Health Education Standard 3: Access Health Information 1. Identify health information products, services that you need 2. Find health information, products, and services 3. Evaluate health information, products, and services 4. Take action when health information is misleading and/or products and services are not satisfactory Students will demonstrate the ability to access information, products, and services to promote health

20 © 2011 McGraw-Hill Higher Education. All rights reserved. 20 How to Teach Health Education Standard 4: Communication Skills 1. Discuss communication and types of communication skills 2. Develop resistance skills or refusal skills 3. Identify conflict resolution skills or steps Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

21 © 2011 McGraw-Hill Higher Education. All rights reserved. 21 How to Teach Health Education Standard 5: Make Responsible Decisions Describe the situation Describe the situation List possible decisions you might take List possible decisions you might take Share the list of possible decisions with a parent, guardian, or other responsible adult Share the list of possible decisions with a parent, guardian, or other responsible adult Evaluate possible consequences of each decision Evaluate possible consequences of each decision Decide which decision is most responsible and appropriate Decide which decision is most responsible and appropriate Act upon your decision and evaluate the results Act upon your decision and evaluate the results Students will demonstrate the ability to use decision-making skills to enhance health

22 © 2011 McGraw-Hill Higher Education. All rights reserved. 22 How to Teach Health Education Standard 6: Set Health Goals Write the healthful behavior you want to practice as a health goal Write the healthful behavior you want to practice as a health goal Make an action plan to meet your goal Make an action plan to meet your goal Identify obstacles Identify obstacles Set up a time line to meet this goal Set up a time line to meet this goal Make a specific plan for recording your progress Make a specific plan for recording your progress Build a support system Build a support system Revise your action plan or timeline Revise your action plan or timeline Reward yourself when you reach your health goal Reward yourself when you reach your health goal Students will demonstrate the ability to use goal-setting skills to enhance health

23 © 2011 McGraw-Hill Higher Education. All rights reserved. 23 How to Teach Health Education Standard 7: Practice Healthful Behaviors 1. Explain a health behavior contract and devise a written plan 2. Write specific statements to describe how this behavior would reduce health risks 3. Make specific plans for recording your progress 4. Complete the evaluation of how the plan helped you accomplish your health goal Students will demonstrate the ability to practice health enhancing behaviors and avoid or reduce health risks

24 © 2011 McGraw-Hill Higher Education. All rights reserved. 24 How to Teach Health Education Standard 8: Be a Health Advocate 1. Select a health related concern 2. Gather reliable information 3. Identify you purpose and target audience 4. Develop a convincing and appropriate message Students will demonstrate the ability to advocate for personal, family, and community health. A health advocate is a person who promotes health for self and others

25 © 2011 McGraw-Hill Higher Education. All rights reserved. 25 Totally Awesome Teaching Strategies: Creating Lesson Plans Clever title Clever title Designated content area Designated content area Designated grade levels Designated grade levels Infusion into other curriculum areas other than health Infusion into other curriculum areas other than health Health Literacy Health Literacy Health education standard(s) Health education standard(s) Performance indicator(s) Performance indicator(s) Health goals Health goals Materials Materials Motivation Motivation Evaluation Evaluation Multicultural infusion Multicultural infusion Inclusion Inclusion Creative and motivating concepts that you should include:

26 © 2011 McGraw-Hill Higher Education. All rights reserved. 26 Assessment Techniques Opportunity-to-Learn Standards: Opportunity-to-Learn Standards: specifies directions for the policies, resources, and activities to be conducted in schools to implement the National Health Education Standards specifies directions for the policies, resources, and activities to be conducted in schools to implement the National Health Education Standards Curriculum: Curriculum: The Comprehensive School Health Education Checklist (Box 3-9) could be used The Comprehensive School Health Education Checklist (Box 3-9) could be used

27 © 2011 McGraw-Hill Higher Education. All rights reserved. 27 Assessment Techniques Students Students Observation, Cooperative Learning, Different forms of exams or testing, Performance Activities, Projects, Portfolios, Attestations, and Rubrics Observation, Cooperative Learning, Different forms of exams or testing, Performance Activities, Projects, Portfolios, Attestations, and Rubrics Teachers Teachers Likert Scale to Measure Teacher Effectiveness [Box 3-11] Likert Scale to Measure Teacher Effectiveness [Box 3-11] Semantic Differentials [Box 3-12] Semantic Differentials [Box 3-12]

28 © 2011 McGraw-Hill Higher Education. All rights reserved. 28 The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National Health Education Standards Chapter 3


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