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Name and Website NCHSE is the National Consortium for Health Science Education

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Presentation on theme: "Name and Website NCHSE is the National Consortium for Health Science Education"— Presentation transcript:

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2 Name and Website NCHSE is the National Consortium for Health Science Education http://www.healthscienceconsortium.org

3 NCHSE is….. … a national partnership of individuals and organizations with a vested interest in health science education... working to stimulate creative and innovative leadership for ensuring a well-prepared healthcare workforce.

4 The Demand Healthcare, as the largest industry in 2008, provided 13.5 million jobs. 8 out of 20 occupations projected to grow the fastest are in healthcare. More new jobs - 19% or 3.6 million - created between 2004 and 2014 will be in healthcare, more than any other industry. Source: U.S. Department of Labor, Bureau of Labor Statistics

5 STATISTICS Of those who enter high school, only 70 percent will graduate (Greene & Winters, 2006) Just over 50% of first-time college students graduated within six years (Clearinghouse, 2012) Students from the largest cities may have a graduation rate as low as 25% (Swanson, 2008) Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a)

6 80 percent of the fastest-growing jobs in the United States require at least some postsecondary education, according to the U.S. Department of Labor (Hecker, 2005)

7 Gap: College Eligibility and Readiness for College-level Work

8 WHY? WHAT WE ARE DOING IS NOT WORKING!

9 What Is The Answer? INTEGRATED, INTERDISCIPLINARY PROJECT-BASED CURRICULUM

10 ConnectEd: The California Center for College and Career National Consortium on Health Science and Technology Education CaliforniaMinnesota IdahoNew York IllinoisSouth Carolina IndianaTexasUtah

11 And then theres the CCSS ELA Mathematics Text complexity Wide to deep Close reading Vertical connections Evidence-based analysis Procedural skill Content rich non-fiction Fluency Conceptual understanding Real world application Big ideas 11

12 12 Rigor / Relevance Framework Dagget, W. International Center for Leadership in Education

13 13 Quadrant D Moments: Every Kid, every class, every day!! RIGORRIGOR RELEVANCE CD High Low High Low AB

14 Bam! Turn it up

15 Thats what integrated, interdisciplinary, project-based curriculum does!

16 Why Are We Using Problem-Based Learning? Increases learning with understanding Motivates learners by relating content to real life Effectively blends academic and technical content Used in a growing number of colleges and universities Used in nearly all medical schools

17 Lecture Problem-focused Discussion Teacher-led Discussion Problem-based Learning Role Playing Authentic Situation Problem-Based Instruction on the Teaching and Learning Continuum Adapted from C. Conroy, et al. (1999). Agriculture as a Rich Context for Teaching and Learning, and for Learning Mathematics and Science to Prepare for the Workforce of the 21st Century. Discovery-based Inquiry Case Study

18 Why Project-based? STUDENT ENGAGEMENT –Students are motivated to LEARN when they NEED TO ACQUIRE KNOWLEDGE (to accomplish something they care about), when they are CURIOUS (about an INTERESTING and CHALLENGING problem), and when the materials RELATE to their own lives (SVINICKI 2002 )

19 Why Project-based?? Rigor, Relevance, Relationships –Increases learning with understanding –Relates content to real life Core, Not CTE, Driven (Standards Based) –Blends academic and technical content –Better buy-in Promotes Analytical And Critical Thinking Increases Academic Achievement

20 GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM Incorporate a diverse group of students to express their own interests, to utilize their unique skills and learning styles, and to master high-level academics and technical materials

21 GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM Incorporates Active Classroom Instruction Develop Career Planning Skills to achieve career planning goals BUILD Community Support

22 FOUNDATION PRINCIPLES FOR DEVELOPING THE CURRICULUM

23 Thematic, Integrated Curriculum Units Weaves together academic and career- technical content that has been contextualized within a single industry problem or theme. Provides the opportunity for students to synthesize the knowledge and perspectives necessary to fully understand the issues underlying the problem or theme.

24 The thematic integrated and interdisciplinary curriculum: Meets the National Healthcare Foundation and academic Standards Includes work-based learning and service learning experiences that are age and grade appropriate Addresses high-level academic content standards Increases students career decision-making skills

25 Structure of Each Unit: Unit Overview Essential question Learning Scenario to start the unit Key questions for individual subjects, organized by subunit (sub-theme) Standards alignment Roles for education and industry partners

26 COMPONENTS OF THE CURRICULUM ESSENTIAL QUESTION LEARNING SCENARIO TOPICAL QUESTIONS ACTIVITIES - STANDARDS CULMINATING EVENT

27 WHAT IS AN ESSENTIAL QUESTION? An ill-structured, open-ended problem with multiple solutions –Is often controversial –Generates student interest and causes students to raise their own questions –Solves a real-world problem –Engages and is relevant to teenagers

28 FOUNDATIONS OF AN ESSENTIAL QUESTION Lessons in all courses are designed to help answer the Essential Question. Students must integrate what they learn in the participating subjects to answer the Essential Question. Answering the Essential Question requires problem-solving and teamwork skills. Answering these questions requires multiple modes of inquiry effectively addressing diverse learning styles.

29 TOPIC EXERCISE AND HEALTH (Good Eats) ESSENTIAL QUESTION Should we care about what we eat?

30 LEARNING SCENARIO Designed to stimulate student interest Used to initiate lively conversation Relevant to teenagers Deliberately controversial

31 LEARNING SCENARIO During the first week of school, the principal calls an assembly of the senior class. She/he has instituted a new policy, you will not graduate unless you have a Body Mass Index (BMI) of 25 or less !

32 TOPICAL QUESTIONS Are subject specific and derived from the essential question May be answered in a single class or several class periods Provide the information to answer the essential question when all topical questions are answered

33 Topical Questions What is good nutrition and why is it important? What is a healthy weight and how is it measured? Are their statistical differences in weight among different populations?

34 Topical Questions How has historical food production in different regions shaped the world we live in? What are the physical, behavioral, and psychological effects of a healthy diet and a junk food diet on humans?

35 LESSONS/ACTIVITIES Address the key and subsequently the essential question Contribute skills and information for the culminating activity Include differentiated instruction and reflection Complex, ambiguous, proactive, and personally challenging content which leads to a deeper understanding of the essential question

36 Structure of Each Lesson Lesson Springboard Lesson Development Lesson Closure Possible Prior Misconceptions Student Assessment Artifacts Variations and Extensions Academic and Technical Standards Resources

37 LESSONS/ACTIVITIES Aligns with academic and technical standards Offers multiple assessment opportunities Relates to the project in a manner that students readily understand

38 SPANISH DIET ANALYSIS READING FOOD LABELS ANALYZE ETHNIC DIETS PREPARATION OF NUTRITION BROCHURE ART DETERMINATION OF BMI GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS CHEMISTRY TRANS FATS YOU ARE THE CHEMICALS THAT YOU EAT STATISTICS CALCULATION AND STATISTICAL ANALYSIS OF BMI PHYSICAL EDUCATION (1) DETERMINE AND MONITOR BMI (2)DEVELOP A FITNESS PROGRAM EXERCISE AND HEALTH HEALTH SCIENCE DATA ANALYSIS OF (1) POPULATION OF CITY/COUNTY (2) OBITUARIES (3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY (5) SCHOOL POPULATION (6) DEBATE- GRADUATION REQUIREMENT OF BMI OF <26? ENGLISH DBQ HEALTH % FAT INTERPRETATION OF BMI ASSOCIATED DISEASES

39 HEALTH SCIENCE DATA ANALYSIS OF (1) POPUULATION OF YONKERS (2) OBITUARIES (3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY (5) SCHOOL POPULATION (6) DEBATE- GRADUATION REQUIREMENT OF BMI OF <26?

40 Overweight is when a person has excess weight from muscle, bone, fat, and/or Body water. Obesity is having an abnormal proportion of body fat. This is overweight This is obesity

41 ART DETERMINATION OF BMI GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS

42 CHEMISTRY TRANS FATS YOU ARE THE CHEMICALS THAT YOU EAT

43 Daniel Johns Mary- Kate Olsen Tracey Gold Princess Diana Victoria Beckham Billy Bob Thornton Brandy Oprah Winfrey HEALTH % FAT INTERPRETATION OF BMI ASSOCIATED DISEASES Celebs with Eating Disorders – They Got Help and So Can You!

44 Why Do People Develop Eating Disorders?

45 CULMINATING ACTIVITY Engages student interest Demonstrates student learning, integration, and application of knowledge and skills Addresses key learning goals Builds skills for success in postsecondary education and high-performance work settings Recognizes diverse student contributions Requires collaboration ( Strengthens existing partnerships and builds new collaboration with postsecondary and industry partners) Includes a performance element

46 PARTICIPATION COMMMUNITY PARTNERS o Genuine interest in the culminating project o Informed on all aspects of the project and assessment methods o Represent the diversity of the students

47 CULMINATING ACTIVITY PARENT PRESENTATION AT END OF YEAR MEDICAL AWARDS CEREMONY –Debate based on the information presented, should there be a BMI requirement for graduation? –Presentation of information relating the incidence of chronic diseases to obesity, race/ethnicity, gender, and age –Display of ceramics of healthy versus bad food choices

48 CULMINATING ACTIVITY –Calculation of individual BMIS –Reading of nutrition labels –Design of personal fitness programs Dance designed and performed by physical education class –Multi-lingual, student-designed fact sheets/brochures on chronic diseases associated with elevated BMIs

49 CULMINATING ACTIVITIES Service Learning Anti-Obesity Program For 1 st and 2 nd Graders

50 CULMINATING ACTIVITIES INDEPENDENT SCIENCE RESEARCH PROJECT

51 OTHER INTEGRATED, INTERDISCIPLINARY PROJECT- BASED CURRICULA

52 INTRO to HC Interest/Abilities Inventories, Traits and Employability Skills ELA/LIBRARY Research Career Choice ALGEBRA Correlation of Education and Salary, Employment and Establishments ELA Research Paper On Career Choice INTRO TO HC Development Of Personal Learning Plan GLOBAL Significance & Influence Medical Visionaries HEALTH CAREERS

53 WAITING TO INHALE (SMOKING) ELA Develop an Interview on Why Teens Smoke SOCIAL STUDIES Historical Trends in Tobacco ECONOMICS Changes in Public Policy MATH Statistical Analysis Of Emphysema MEDICAL Physiology of Addiction LAW Laws and Regulations/ Court Cases ALGEBRA Linear and Exponential Cost

54 SAFETY FIRST A & P/INTRO Identify Workplace Injuries/ Sites of Trama PHYSICS Torque, Levers, And Force LE Neurobiology of Stress and Evolution MATH Current Injury Rates of Different Industry Sectors ELA Persuasive Essay On Workplace Injury Scenario LAW Child Labor and OSHA Standards/ Burden Of Responsibility A&P Healthcare Plan for Diagnosis, Treatment, And Rehab GLOBAL Safety during the Industrial Revolution

55 CSI FORSENICS Crime Scene Investigation Techniques ELA Discuss the Mystery Genre/Sherlock Holmes MATH Correlation of Height and Stride ALG II Newtons Law of Cooling LE Blood Typing/ DNA Fingerprinting GEOMETRY Determine the Maximum Area Murderer Could Travel GLOBAL War Crimes LAW Court Trial Of Murderer

56 GLOBAL HEALTH SUMMIT ELA Reading Selections On People With HIV/AIDS MICROBIOLOGY Study of Retroviruses HEALTH Modes of Transmission ECONOMICS Global and Social Impact Barriers LAW Nurernberg Code Relating to an AIDS Vaccine

57 DO NO HARM (BIOMEDICAL RESEARCH) LAW Ethics Relating to Health and Biomedical Sciences LE Cell Division, Differentiation, and Transformation A & P Function and Mechanism Of Stem Cell Research US History Tuskegee Syphilis Study ECONOMICS Government Regulation of Pharmaceutical Industry HEALTH Persuasive Techniques of Advertising MICROBIOLOGY Viruses and Immunity ALGEBRA Statistics Relating To Medical Testing/ Decision Making

58 SECOND OPINION (COMPLEMENTARY AND ALTERNATIVE MEDICINE) GLOBAL Local Culture and Healing Practices FLA Hispanic Folk Healing Practices HORTICULTURE Herbal Medicine CHEMISTRY Chemical Nature of Herbs, Aspirin, and Sources ALGEBRA Hypothesis Testing GEOMETRY Pill Design- Volume, Surface Area, LAW FDA Guidelines

59 CATCH THE FEVER (COMMUNICABLE DISEASES) MICROBIOLOGY Viruses/Bacteria, Chain of infection HEALTH Mode of Transmission ALGEBRA Measure of Parasitic Success/ Calculating Dosage COMPUTERS Linear Programming Time Usage Under Production Constraints ELA Research Paper on A Pathogen

60 Cultural Differences WORLD History and of Geography of Healing Practices FLA Translation of Medical Questions HEALTH SCIENCE CAM and Alternative Medicine CHEMISTRY Allopathic versus CAM ALGEBRA Sacred Geometry Morbidity/mortality Rates PHYSICAL EDUCATION Yoga/ Cultural Healing ENGLISH Research Paper Treatments for a disease

61 2014 National Health Science Curriculum Conference October 15-17, 2014 Denver, Colorado

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