Chapter 3 Planning for Instruction

Objectives Discuss content areas of health education Discuss content areas of health education Describe the scope and sequence of health education. Describe the scope and sequence of health education. Discuss the assessment tool, HECAT Discuss the assessment tool, HECAT Discuss why standards are important. Discuss why standards are important.

Objectives Discuss why outcome-based education is important to health education. Discuss why outcome-based education is important to health education. Describe the various curricula or approaches used to teach health education. Describe the various curricula or approaches used to teach health education. Explain what is in an effective lesson plan. Explain what is in an effective lesson plan. Discuss how to write behavior objectives. Discuss how to write behavior objectives.

Incorporate all of the dimensions of wellness into teaching. Incorporate all of the dimensions of wellness into teaching. Have content areas and topics that reflect current health trends. Have content areas and topics that reflect current health trends. Content Areas-Health Education

Mental and Emotional Health Mental and Emotional Health Personal Health Personal Health Nutrition Nutrition Family Health Family Health Prevention of Substance Use and Abuse Prevention of Substance Use and Abuse 10 Recommended Content Areas

Injury Prevention and Safety Injury Prevention and Safety Growth and Development Growth and Development Consumer and Community Health Consumer and Community Health Prevention and Control of Disease Prevention and Control of Disease Environmental Health Environmental Health 10 Recommended Content Areas

Six Health-Risk Behavior Areas CDC Tobacco use Tobacco use Unhealthy dietary behaviors Unhealthy dietary behaviors Inadequate physical activity Inadequate physical activity Alcohol and other drug use Alcohol and other drug use Sexual behaviors that may lead to HIV infection, other STDs, unintended pregnancy Sexual behaviors that may lead to HIV infection, other STDs, unintended pregnancy Behaviors that contribute to intentional and unintentional injuries Behaviors that contribute to intentional and unintentional injuries

The focus of health education is to increase health literacy. The focus of health education is to increase health literacy. Health literacy is the ability of the student to: Health literacy is the ability of the student to: Obtain, interpret, and understand basic health information and services Obtain, interpret, and understand basic health information and services Use information and services in ways that enhance health Use information and services in ways that enhance health Health Literacy (AAHE, 1975)

Emphasis should be based on students’: Emphasis should be based on students’: developmental level developmental level health needs health needs interests interests Provide a planned and sequential curriculum. Provide a planned and sequential curriculum. Youth should receive quality, age-appropriate health instruction at each grade level. Youth should receive quality, age-appropriate health instruction at each grade level. Health Education

Scope Scope The “what” to teach. The “what” to teach. Sequence Sequence The “when” to teach it. The “when” to teach it. The order in which the material is covered The order in which the material is covered Topics should build upon each other Topics should build upon each other Strategies Strategies The “how” something is taught The “how” something is taught Developing Scope and Sequence

Needs vary by community, state or region. Needs vary by community, state or region. Each state has guidelines or standards for health education. Each state has guidelines or standards for health education. Other factors to consider include: Other factors to consider include: social mores (or values). social mores (or values). students’ interests and health needs. students’ interests and health needs. educational resources. educational resources. Determining What to Teach

HECAT (PECAT) Health Education Curriculum Analysis Tool (HECAT) is an assessment tool developed by CDC. Health Education Curriculum Analysis Tool (HECAT) is an assessment tool developed by CDC. It provides guidance for assessing and planning health education curriculum. It provides guidance for assessing and planning health education curriculum. It stresses characteristics of effective curricula. It stresses characteristics of effective curricula. ics/index.htm ics/index.htm

Teaching for Affective Learning Affective domain is what we hold important or value in regards to a topic or component of our lives. Affective domain is what we hold important or value in regards to a topic or component of our lives. Attitudes and values give direction to life and help determine behaviors. Attitudes and values give direction to life and help determine behaviors.

Effective health education requires a balance between facts and the attitude/valuing component. Effective health education requires a balance between facts and the attitude/valuing component. Time must be allowed for: Time must be allowed for: examining values examining values practicing critical thinking skills practicing critical thinking skills Health education must be personalized to have impact. Health education must be personalized to have impact. Affective Learning (2)

Teachers can personalize health education by helping children identify and express their feelings regarding health issues. Teachers can personalize health education by helping children identify and express their feelings regarding health issues. Then, children will be better able to deal with peer pressure, communicate more effectively, and develop sound decision-making skills. Then, children will be better able to deal with peer pressure, communicate more effectively, and develop sound decision-making skills. Affective Learning (3)

A health education curriculum includes: A health education curriculum includes: pertinent health topics pertinent health topics interactive learning experiences interactive learning experiences sequenced lessons sequenced lessons The Michigan Model The Michigan Model A curriculum planned by a coalition of state and voluntary agencies, professional groups and parents to develop a comprehensive approach to health education. A curriculum planned by a coalition of state and voluntary agencies, professional groups and parents to develop a comprehensive approach to health education. See Tables in your book. See Tables in your book. Health Education Curriculum

© 2013 Pearson Education, Inc. The Michigan Model

© 2013 Pearson Education, Inc. The Michigan Model

© 2013 Pearson Education, Inc. The Michigan Model

Know Your Body (K-6) Know Your Body (K-6) Empowers students to make positive health choices Empowers students to make positive health choices Totally Awesome Health Totally Awesome Health Seeks to improve health behaviors in various areas. Seeks to improve health behaviors in various areas. Health Curricula

Personal and Social Skills (Life Skills) Personal and Social Skills (Life Skills) Teaches children how to “think clearly” when under stress Teaches children how to “think clearly” when under stress Emphasizes decision-making steps, problem solving, goal setting, communication skills, refusal skills Emphasizes decision-making steps, problem solving, goal setting, communication skills, refusal skills Generic Approaches

American Cancer Society (ACS) and Cancer Association of Greater NO (CAGNO) American Cancer Society (ACS) and Cancer Association of Greater NO (CAGNO) American Heart Association (AHA) American Heart Association (AHA) American Red Cross American Red Cross March of Dimes March of Dimes American Dairy Council American Dairy Council Agency Resources

Websites Open Heart Surgery Open Heart Surgery Infection Detection Prevention Infection Detection Prevention Kids Health (kidshealth.org) Kids Health (kidshealth.org) It’s My Life (PBS Kids) It’s My Life (PBS Kids) Body and Mind Body and Mind

Lesson plans help us teach in a logical, progressive manner. Lesson plans help us teach in a logical, progressive manner. Important components include: Important components include: a conceptual statement (overview) a conceptual statement (overview) performance indicators (standards, benchmarks, GLE) performance indicators (standards, benchmarks, GLE) objectives objectives procedures(content and strategies) procedures(content and strategies) evaluation activities evaluation activities Lesson Plans

Instructional Objectives Domains Cognitive (Knowledge) Cognitive (Knowledge) involves recall, comprehension, application, analysis, synthesis, evaluation involves recall, comprehension, application, analysis, synthesis, evaluation Affective (Feelings, Attitudes and Values) Affective (Feelings, Attitudes and Values) Psychomotor (Skills and Behaviors) Psychomotor (Skills and Behaviors)

© 2013 Pearson Education, Inc. Bloom's Taxonomy Updated

Who Who The student (learner) The student (learner) Behavior expected – action verb Behavior expected – action verb What the student will do to show learning has occurred What the student will do to show learning has occurred Learning requirement Learning requirement What the student will know, feel, or do after the learning What the student will know, feel, or do after the learning Conditions Conditions Under which the student will be expected to perform the activity Under which the student will be expected to perform the activity Standard of performance Standard of performance The method of assessment or measurement The method of assessment or measurement Writing Performance Objectives