International standards for health education By Mrs. Huson A. Amin.
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International standards for health education By Mrs. Huson A. Amin
Lecture objectives: 1. define the term standard. 2. list the elements of professional standards for teaching. 3. enumerate the purposes of setting standards for teaching. 4. list the principles for teaching profession.
5. identify the three basic categories of standards for teaching. 6. list the 11 standards for teaching. 7. identify the method of application of each standard in health education.
Definition of standards: Standards defined by oxford dictionary as A criterion, a reference point against which other things can be evaluated.
Professional standards for the teaching profession contain two elements: 1. rallying ( assembling items together in certain order for a purpose). 2. measurement.
First: rallying aim to describe a consensus model of what is most worthy, and most desirable to achieve, in teaching knowledge and practice. Second: based on a consensus of professional values and beliefs. They can also be used as measurement tools for making professional judgments.
The purposes of setting standards for teaching: 1. elevating the teaching profession. 2.a voluntary system of professional certification to give recognition for teachers who reach the standards. 3. could be used an infrastructure for professional learning that enables teachers to gain high level knowledge and skill.
The principles for teaching profession: T he National Board for Professional Teaching Standards developed by teachers in the United States, provides a good example of professional standards as values. The principles include: 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students).
3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities (uses the resources of the community to teach students These five propositions provide the philosophical basis for the development and elaboration of standards for specific fields and levels of teaching.
The first teaching principle: Teachers are committed to students and their learning: - teaching should be accesable to all student. - They treat students equitably. - recognizing the individual differences taking account of these differences in their practice..
Second principle: 2. Teachers know the subjects they teach and how to teach those subjects to students: Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subjects is created, organized, linked to other disciplines, and applied to real-world settings, and know how to convey subject matter to students.
Third principle: 3. Teachers are responsible for managing and monitoring student learning: teachers can assess the progress of individual students as well as the progress of the class as a whole. They employ multiple methods for assessing student growth and understanding and can clearly explain student performance to students, parents, and administrators.
Fourth principle: 4. Teachers think systematically about their practice and learn from experience: Their decisions are grounded not only in the literature of their fields but also in their experience. They engage in lifelong learning, which they seek to encourage in their students.
Fifth principle: 5. Teachers are members of learning communities : They are knowledgeable about specialized school and community resources that can be engaged for their students’ benefit and are skilled at employing such resources as needed.
The standards for teaching: This NBPTS Standards document describes in observable form what accomplished teachers should know and be able to do. The standards are meant to reflect the professional consensus at this point about the essential aspects of accomplished practice. As the understanding of teaching and learning continues to evolve over the next several years, Health Education Standards will be updated appropriately.
There are 11 standards formulated for teaching The standards are divided into three categories: (1) teacher actions that prepare student for learning.. (2) teacher actions that advance student learning. (3) teacher actions that support student learning.
I. Knowledge of Students Accomplished health education teachers obtain a clear understanding of individual students, their family structures, and their backgrounds.
Teachers use their knowledge of these student characteristics as assets to: - enhance learning - provide opportunities for autonomous activities and group interactions. - set the highest goals for all students at all developmental stages.
II. Knowledge of Subject Matter Accomplished health education teachers have a deep understanding of the components of health and health content and their Interrelationships.
Health education has been organized in to ten content areas: 1. personal health. 2. nutrition. 3. prevention and control of disease. 4. injury prevention and safety. 5. mental and emotional health
7. substance use and abuse. 8. family life. 9. community health. 10. consumer health 11. environmental health.
Teachers have an indepth knowledge of the variety of topics within each content area and how they interrelate,as well as familiarity with related resources and career opportunities.
III. Promoting Skills-Based Learning Accomplished health education teachers, through their passion and effective communication, maintain and improve health enhancing student behavior by delivering health content through skills-based learning.
health educators demonstrate how interpersonal-communication, goal-setting, decision-making, and problem-solving skills augment health literacy and foster healthy behavior.
They communicate to students the benefits of activities that further a healthy lifestyle and enhance health, and they teach strategies to resolve conflicts and manage stress,
IV. Curricular Choices Accomplished health education teachers select, plan, adapt, and evaluate curriculum to ensure comprehensive health education.
Health educators see themselves as part of a learning community when making curricular choices. They collaborate with health educators at various levels and with other members of health education curriculum committees and other school staff.
V. Instructional Approaches Accomplished health education teachers use an array of engaging instructional strategies to facilitate student learning.
Effective Instructional approach consist: - establishing a productive learning environment. - providing multiple paths to learning. - creating instructional tasks that motivate students. - using diverse resources. - use time efficiently and adjust as circumstances dictate.
VI. High Expectations for Students Accomplished health education teachers expect excellence from all students and strive to maintain a setting conducive to optimal learning that empowers students to engage in health-promoting behaviors.
We could achieve high learner expectations through: - establishing sitting conductive for optimal learning, - Building student ability to apply knowledge and act independently as health literate individuals.
VII. Assessment Accomplished health education teachers are knowledgeable about and are able to select, design, and implement assessment instruments to evaluate student learning and improve teaching.
VIII. Equity, Fairness, and Diversity Accomplished health education teachers demonstrate equity and fairness and promote respect and appreciation of diversity.
IX. Partnerships with Colleagues, Families, and Community Accomplished health education teachers work collaboratively with colleagues, families, and the community to enhance the overall health and learning of their students.
They recognize that their responsibility to reinforce consistent, positive health messages extends beyond their own classrooms.
X. Advocacy for the Profession Accomplished health education teachers promote the importance of health education and encourage others to do the same.
XI. Reflective Practice and Professional Growth Accomplished health education teachers stay current in research and innovations in health education and actively contribute to the profession.
They participate in reflective practices that foster creativity, stimulate personal growth, and enhance professionalism.