Chapter 3

assessment techniques: teachers

Likert Scale to Measure Teacher Effectiveness [Box 3-11] Semantic Differentials [Box 3-12]

assessment techniques: students

Observation, Cooperative Learning, Different forms of exams or testing, Performance Activities, Projects, Portfolios, Attestations, and Rubrics

assessment techniques: curriculum

The Comprehensive School Health Education Checklist (Box 3-9) could be used

the Components of Health Literacy drives the following:

The Content Areas Health Goals The National Health Education Standards The Objectives

what should be taught to students so that they will have health knowledge to practice and master the performance indicators of the health standards?

a subject within each content area

How to Teach Health Education Standard 8

be a health advocate

the _______ divides the charts into separate grade levels

blueprint

8n national health education standards.. Students will:

--Comprehend concepts related to health promotion and disease prevention --Analyze the influence of culture, media, and other health factors --Demonstrate the ability to access information, products, and services to enhance health --Demonstrate the ability to use interpersonal communication skills to enhance health --Demonstrate the ability to use decision-making skills that enhance health --Demonstrate the ability to use goal-setting skills to enhance health --Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks --Demonstrate the ability to advocate for personal, family, and community health

To maintain and improve health, prevent disease, and reduce health-related risk behaviors, students must assume personal responsibility and:

--Comprehend health concepts --Analyze influences on health --Access valid health information and products and services --Use effective communication skills --Use resistance skills when appropriate --Resolve conflict in healthy and responsible ways --Make responsible decisions --Set health goals --Practice healthful behaviors --Manage stress --Advocate for health --Demonstrate good character

health literacy competence in:

--Critical thinking and problem solving --Self-directed learning --Responsible and productive citizenship --Effective communication

Students will demonstrate the ability to use decision-making skills to enhance health by:

--Describe the situation List possible decisions you might take --Share the list of possible decisions with a parent, guardian, or other responsible adult --Evaluate possible consequences of each decision --Decide which decision is most responsible and appropriate --Act upon your decision and evaluate the results

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks by:

--Discuss communication and types of communication skills --Develop resistance skills or refusal skills --Identify conflict resolution skills or steps

having national health education standards will

--Ensure commonality of purpose/consistency --Improve student learning --Provide foundation for student assessment --Provide foundation for curriculum development --Provide enhanced teaching preparation and continuing education

Students will demonstrate the ability to practice health enhancing behaviors and avoid or reduce health risks by:

--Explain a health behavior contract and devise a written plan --Write specific statements to describe how this behavior would reduce health risks --Make specific plans for recording your progress --Complete the evaluation of how the plan helped you accomplish your health goal

how will students be able to demonstrate the ability to access information, products, and services to promote health?

--Identify health information products, services that you need --Find health information, products, and services --Evaluate health information, products, and services --Take action when health information is misleading and/or products and services are not satisfactory

how will students analyze the influence of family, peer culture, media, technology, and other factors on health behaviors?

--Identify people and things that might influence you --Evaluate how the influence might affect your health behavior and decisions --Choose positive influences on health --Protect yourself from negative influences on health

how to introduce and teach the national health standards?

--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 --Promote the 8 National Health Education Standards

Students will demonstrate the ability to advocate for personal, family, and community health by:

--Select a health related concern --Gather reliable information --Identify you purpose and target audience --Develop a convincing and appropriate message

how will students comprehend health concepts?

--Study health knowledge --Ask questions about health knowledge you don't understand --Use health knowledge to form health concepts --Use health concepts to promote health and prevent disease

what are the performance indicators?

--Understanding the relationship to behavioral objectives --Developing behavioral objectives --Classifying behavioral objectives

Students will demonstrate the ability to use goal-setting skills to enhance health by:

--Write the healthful behavior you want to practice as a health goal --Make an action plan to meet your goal --Identify obstacles --Set up a time line to meet this goal --Make a specific plan for recording your progress --Build a support system --Revise your action plan or timeline --Reward yourself when you reach your health goal

5 rules of writing objectives

--expectation is clearly stated for who? --specify the kind of behavior that will be accepted --include content about the specific learning experience --describe a condition which the behavior will occur --specify the criteria for acceptable performance

national health education standards

--specify what students should know and be able to do --involve the development of health literacy --those skills include the ways of communicating, reasoning, and investigating which characterize health education

performance indicators

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

behavioral objective

a statement of what a learner should be able to do after a learning experience

Creative and motivating concepts for lesson plans that you should include

--Clever title --Designated content area --Designated grade levels --Infusion into other curriculum areas other than health --Health Literacy --Health education standards --Performance indicator(s) --Health goal --Materials --Motivation --Evaluation --Multicultural infusion --Inclusion

How to Teach Health Education Standard 3

access health information

psychomotor domain

action behavior

the comprehensive school education health curriculum is

an organized sequential k-12 plan for teaching students the information to become health literate, maintain and improve their health, maintain and improve their health, prevent disease, and reduce health-related risk behaviors

How to Teach Health Education Standard 2

analyze influences on health

wellness

another description of quality of life which encompasses the above domains of health

3 domains

cognitive, affective, psychomotor

How to Teach Health Education Standard 4

communication skills

How to Teach Health Education Standard 1

comprehend health concepts

Students will demonstrate the ability to use interpersonal communication skills to:

enhance health and avoid or reduce health risks

students will analyze the influence of:

family, peer culture, media, technology, and other factors on health behaviors

affective domain

feelings and attitudes

what should be identified by the student?

health goals

students will comprehend concepts related to:

health promotion and disease prevention

what should be placed in a sequence that fosters preventive approaches?

health topics

students will demonstrate the ability to access:

information, products, and services to promote health

health advocate

is a person who promotes health for self and others

health

is the quality of life that includes physical, mental/emotional, family-social domains

what should be taught within each content area?

life skills

How to Teach Health Education Standard 5

make responsible decisions

How to Teach Health Education Standard 7

practice healthful behaviors

when regarding to scope, what should one do?

select each health topic carefully

How to Teach Health Education Standard 6

set health goals

assessment techniques: Opportunity-to-Learn Standards:

specifies directions for the policies, resources, and activities to be conducted in schools to implement the National Health Education Standards

as teachers, you have the important role of teach your students...

the skills that will enhance the quality of their lives for years to come

cognitive behavior

thinking