HE 351 Final
What are the steps to take (protocol) for responding to a difficult question/statement posed by a student in class? Why is it important to be prepared to respond to challenging questions?
-Affirm the student for asking the question -Identify it as a belief question (if it is one) -Answer the factual part (if there is any) -Help the class describe the range of beliefs -Decline to express your own personal beliefs, unless they are widely shared values -Refer to family, clergy and other trusted/loved adults
What are the defining characteristics of functional knowledge?
-Age and developmentally appropriate -Uses realistic and accurate data or information -Information or skill is applicable to real life- ask the "so what" question (inappropriate, nice to know, important*, essential*)
What are the characteristics of effective health education curricula? How do the characteristics of effective health education curricula align with the National Health Education Standards?
-Focuses on specific behavioral outcomes -Is research-based and theory-driven -Addresses individual values & group norms that support health-enhancing behaviors -Focuses on increasing personal perception of risk and harmfulness of engaging in specific health risk behaviors and reinforcing protective factors -Addresses social pressures -Builds personal and social competence -Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors -Uses strategies designed to personalized info and engage students -Provides age and developmentally appropriate information, learning strategies, teaching methods and materials -Incorporates culturally inclusive learning strategies, teaching methods and materials -Emphasizes adequate time for instruction -Provides opportunities to reinforce skills and positive health behaviors -Provides opportunities to make connections with other influential persons -Includes teacher information and plans for professional development and training to enhance effectiveness of instruction and learning
What elements of a lesson should be reviewed regularly in relation to the respect and support of all types of diversity within the classroom?
-Honestly assess your attitudes and beliefs -Review the physical environment and insure access for students of all sizes -Don't tolerate verbal or nonverbal insults based on body shape or size -Promote body acceptance for all students
What are the guiding principles for administration of medications to students in school settings? Why are these guidelines important?
-Must have written order from the family physician that identifies type, dosage, time of administration, purpose, and side effects -Required for Rx and OTC's -Meds must be in original containers -Most schools also require written permission from parent/guardian to administer medications -Medications must be hand-delivered to a school authority by an adult -Administration by school nurse or designated and trained school staff member
What are scare tactics? Why aren't they an effective teaching strategy?
-Often use inaccurate or incomplete information -Provide no skills or information about how to avoid, reduce, or eliminate the risk (can lead to paralyzed thinking or actions) -Overly simplistic and ineffective strategy -Assemblies and other one time/short term events --Perception of message --Duration does not permit effective instruction- no time for repetition or skill building -Can be an effective PIECE of a larger instruction plan
What guidelines are important to share with students before they engage in a role play?
-Read your role carefully and think about how the person would really behave.....Really try to feel and act like the person you are playing -Do your best to stay in role throughout the entire role play -Try things that you might not ordinarily do just to see how it feels -Do your best to not be distracted by comments and laughter
What are the basic steps involved in teaching refusal skills?
-Say "no" -Repeat the refusal -Suggest an alternative -Use body language that says "no" -Build the relationship (if appropriate) Delaying Tactics: 1. Make a delay statement -Not now -I'm not ready -I have to go 2. Take a delay action -Go to the restroom -Eat something -Stop some action (e.g. kissing) 3. Create space -I need to think about it -Take a step back -Turn away 4. End the situation quickly -I've got to go now -Walk away -I'm late, my Dad is expecting me 5. Build the relationship (if appropriate) -I like you, but I don't want to do this -I'll call you tomorrow -Let's get together next week
How are national standards, learning objectives, and instructional strategies related to one another?
-Standards - state and/or national -Content - subject matter -Objectives /Outcomes -Methods/Teaching Strategies/Procedure- methods "fit" with objectives and standard(s), address different learning styles, and are interactive and varied -Assessment - evidence -Three key segments: Opening "hook" or anticipatory set, learning activities; summary, closure
What were the key points regarding student assessment that the article "The Case Against Zero" was trying to make?
-The first, and most important, is to determine the appropriate consequence for students who fail to complete an assignment. The most common answer is to punish these students. Evidence to the contrary notwithstanding, there is an almost fanatical belief that punishment through grades will motivate students. In contrast, there are at least a few educators experimenting with the notion that the appropriate consequence for failing to complete an assignment is to require the student to complete the assignment. That is, students lose privileges — free time and unstructured class or study-hall time — and are required to complete the assignment -What is the fair, appropriate, and mathematically accurate punishment? In the example in which the interval between grades is 10 points and the value of D is 60, then the mathematically accurate value of an F is 50 points. This is not — contrary to popular mythology — "giving" students 50 points; rather, it is awarding a punishment that fits the crime. The students failed to turn in an assignment, so they receive a failing grade. What I do think we can do to preserve some level of sanity in our grading system is to return to a four-point system. A's no longer equal 100 points, but four points. If there is a need for greater specificity, then we can choose an infinite number of digits to the right of the decimal point and thus differentiate between the 3.449 and 3.448 to our heart's content.
How does the rate of chronic absenteeism in Oregon schools compare to the rest of the country? What are contributing factors to Chronic absenteeism?
17% of Oregon students In Oregon we are doing worse, with nearly one in five K-12 students chronically absent, compared to one in ten students who were chronically absent nationally Barriers: -lack of access to transportation, chronic health problems Aversion: -children avoiding school from a lack of interest in the curriculum, fear of being bullied, discrimination Myths: -absences are only a problem if they are unexcused, only matters in the older grades
What is a school-based health center? What advantages do school-based health centers offer students? Why don't all school districts maintain school-based health centers?
A school-based health center is a location on campus where students can go for comprehensive preventive and primary care services. Advantages: -Performing routine physical exams, including sports physicals -Diagnosing and treating acute and chronic illness -Prescribing medications -Treating minor injuries -Providing vision, dental, and blood pressure screenings -Administering immunizations -Health education, counseling and wellness promotion -Providing and/or connecting students with mental health services -Giving classroom presentations on health and wellness
What are ACE's? Give examples. How does toxic stress impact learning, development, and the health of children?
ACE's are Adverse Childhood Experiences. ACE's: -Abuse (emotional, physical, sexual) -Household challenges (mother treated violently, substance abuse, mental illness, separation or divorce, criminal household member) -Neglect (emotional, physical)
How does abstinence-based sexuality education differ from abstinence-only or abstinence-only until marriage programs?
Abstinence-based programs: -Emphasize that abstinence to the 100% effective way to prevent unintended pregnancy and STI's -Contain medically accurate information about condom use -Other forms of contraception are included
What is meant by a Coordinated School Health Program (CSHP)? Define and discuss the eight basic components of a CSHP.
Coordinated School Health: An organized set of policies, procedures, and activities designed to protect, promote, and improve the health and well-being of students and staff, thus improving a student's ability to learn. Eight components of a CSHP: -Health education -Family and community involvement -Health promotion for staff -Healthy school environment -Counseling, psychological, and social services -Nutrition services -Health services -Physical education Goal is to deliver consistent, health-promoting messages that are reinforced across multiple channels in the school and throughout the community
How does feedback differ from processing?
Feedback: -Immediately follows the role play -Relates to performance -Teacher, peers, audience, self-evaluation -Positive tone and intent Processing: -Follows feedback -Reinforces lessons learned --What did you learn? --What does it mean? --What will you do? -Summative and requires time
Define fidelity relative to program delivery. What does it mean if a curriculum is delivered with fidelity? Why is fidelity important?
Fidelity may be defined as the extent to which delivery of an intervention adheres to the protocol or program model originally developed. -Educational researchers and practitioners concerned with implementing a specific curriculum, program, practice, or strategy (collectively termed interventions) frequently refer to fidelity, or how closely the implementation was aligned to the way the intervention was designed. When implementing an intervention in classrooms, it is important to implement it as intended, or with fidelity, to increase the likelihood of consistently obtaining the results you are looking to achieve
What can we do in schools to buffer the negative effects of trauma/stress? What might be some characteristics of a trauma-informed classroom?
Four Domains for Helping Traumatized Children: -Self-regulation -Academic success -Health and wellbeing -Relationships "What happened to you?" vs. "What is wrong with you?" Healing: -Relationships -Eating healthy -Exercise -Sleep -Mindfulness -Mental health Trauma-Informed Classroom: -An environment where children can be successful, involved learning -Creating a safe space (e.g. comfort zone)
How does a holistic rubric differ from an analytic rubric?
Holistic: -Focuses on overall impressions -Combines traits in each point score Analytic: -Focuses on separate traits -Lists indicators for traits -Discriminates by degree of understanding or proficiency
What is Bloom's taxonomy and why is it important? When and how might you use Bloom's taxonomy when planning teaching lessons?
Identifies levels of processing for complete learning experiences (cognitive, affective and psychomotor domains) Example: the cognitive domain organizes thinking skills into six levels, from the most basic to the more complex levels of thinking Creating, evaluating, analyzing, applying, understanding, and remembering
What are the basic guidelines for effective use of role plays?
Instructor guidelines: -Role plays should only demonstrate the proper positive use of the skill -Role plays should be scripted (initially) -Don't use props initially (distracting) Inclusive environment: -Trust -Encouragement -Cooperation -Motivation -Humor Basic Elements: -Introduce role plays and go through the skill steps -Clearly Model the skill -Provide time for student practice -Give immediate feedback -Process at the end of the session to reinforce lessons learned
How is chronic absenteeism defined? What student populations are most at risk for chronic absenteeism?
Missing 10% or more of school days during an academic year for any reason (excused and unexcused absences as well as time lost to suspensions). Missing a month of school within a 180 day academic year Poverty, economic hardship; children of color, and children in special education
How has the paradigm changed in the delivery of Health Education?
Moving from knowing (info-based) to doing (skill-based)
School nurses and classroom educators are key personnel in the School Health Services component. What are their roles?
Provision of Services: -Teachers - role of observer -School Nurses --Maintain individual health & developmental records --Perform health screenings --Help students seek help - initiate referrals to parents, other school personnel, and community resources --Provide emergency care for injuries and illnesses --Administer medications to students --Control of communicable diseases --Participate as a health team specialist on the child education evaluation team to develop individual education plans (IEP's)
How does the Add Health study differ from the YRBS? What is actually being studied in the Add Health study?
National Longitudinal Study of Adolescent Health (Add Health)- -Measured the effects of family, peer group, school, neighborhood, religious institution, and community influence on behaviors that promote good health. -Conducted by the National Institute of Child Health and Human Development, NIH -5 year study costing $21.5 million -500 trained interviewers conducted 90 minute interviews -Phase I: questionnaires from 90,000 students in grades 7-12 from 145 schools across the country -Phase II: 20,000 students + parent(s) interviewed at their homes One year later, these 20,000 students were re-interviewed at their homes -Phase III: 2001-2002, re-interviewed sample of students (now 18-26 yrs) to look at the influence of adolescent behavior and social context on young adulthood Initial findings- "Independent of race, ethnicity, family structure and poverty status, adolescents who are connected to their parents, their families, and to their school community are healthier than those that are not."
What are the National Sexuality Education Standards (NSES) and why were they developed? How could you use the NSES in planning sexuality education for your elementary students?
National Sexuality Education Standards: -Anatomy and Physiology (AP) -Puberty and Adolescent Development (PD) -Identity (ID) -Pregnancy and Reproduction (PR) -Sexually Transmitted Diseases and HIV (SH) -Healthy Relationships (HR) -Personal Safety (PS) Goal: To provide clear, consistent and straightforward guidance on the essential minimum, core content for sexuality education that is age-appropriate for students in grades K-12 Key Concepts: -Personalization -Susceptibility -Self-efficacy -Social norms -Skills
What are OARs? In what areas of health are there established OARs?
OARs are Oregon Administrative Rules Sexuality education, prevention education, emergency education, abuse reporting training,
What are the National Health Education Standards? How are they related to health content and student outcomes? How do the Oregon Health Education Standards compare to the National Health Education Standards?
Oregon Health Education Standards: -Comprehend Concepts (CC) -Accessing Information (AI) -Self-Management (SM) -Analyzing Influences (INF) -Interpersonal Communication (IC) -Goal Setting (GS) -Decision Making (DM) -Advocacy (AV) National Health Education Standards: -Students will comprehend concepts related to health promotion and disease prevention to enhance health (CC) -Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors (INF) -Students will demonstrate the ability to access valid information and products and services to enhance health (AI) -Students will demonstrate the ability to use interpersonal communication skills to enhance health and to avoid or reduce health risks (IC) -Students will demonstrate the ability to use decision-making skills to enhance health (DM) -Students will demonstrate the ability to use goal-setting skills to enhance health (GS) -Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks (SM) -Students will demonstrate the ability to advocate for personal, family, and community health (AV)
Discuss what you can do in your specific homeroom to establish a safe and healthy physical environment as well as a safe and healthy emotional environment. What can you do relative to the larger school environment?
Physical Environment: -School size -Lighting -Noise control -Color -Temperature and ventilation -Sanitation and cleanliness -Accessibility -Space and facilities for movement/PE -No hidden, hard to supervise spaces -Chemical storage -Sun exposure -Animals in the classroom -Asthma --Indoor ---Animal dander ---Cockroaches ---Mold ---Secondhand smoke ---Dust mites --Others ---Respiratory infections ---Pollens (tress, grasses, weeds) ---Food allergies ---Cold air exposure ---Exercise ---Outdoor air pollution Emotional Environment: -Emotional security -Sensitivity to differences -Effective classroom management -Diversity --Respect and understanding of differences --Freedom from ridicule, threats, bullying, and put downs ---Economic Status ---Body Shape & Size ---Family Structure
Identify the three levels of prevention and give examples of each. What level(s) of prevention will your work primarily focus on as an elementary educator?
Primary, secondary, and tertiary prevention are the three levels of prevention. Primary: -intervening before health effects occur, through measures such as vaccinations, altering risky behaviors (poor eating habits, tobacco use), and banning substances known to be associated with a disease or health condition Secondary: -screening to identify diseases in the earliest stages, before the onset of signs and symptoms, through measures such as mammography and regular blood pressure testing Tertiary: -managing disease post diagnosis to slow or stop disease progression through measures such as chemotherapy, rehabilitation, and screening for complications.
Discuss the importance and application of progression when using role plays as an instructional strategy.
Role Play Progression: -Practice with partner at desk, use script, rotate roles -Practice with partner at desk, use script, have observer provide feedback -Ask for class volunteers to read through the script while at desk, provide feedback -Ask for class volunteers to act out script in front of the class, provide feedback -All class groups act out script(s) in front of class, provide feedback, process Script Progression: -Instructor provides entire written script(s) -Instructor provides partial written script(s); students complete the script(s) -Instructor provides the scenario and students create the entire script(s) -Students create the scenario and the entire script(s)
Why is it important to establish ground rules for class discussions around challenging topics? What are some basic ground rules that should be established prior to discussing potentially sensitive health topics?
Setting up your class session: -Set up rules for discussion on the board --Speak only for and about yourself --Use appropriate language --Provide a means to anonymously ask questions
What is social and emotional learning (SEL)? What are the five areas of competencies for SEL? What are the SEL competencies related to the NHES?
Social and emotional learning is the process of learning the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (is it healthful? is it safe? do I follow rules and laws? do I show respect for myself and others? do I follow family rules? do I show good character?) The five areas of competencies for SEL are self-awareness, self-management, social awareness, relational skills, responsible decision-making
What is the relationship between chronic absenteeism and student achievement, the achievement gap and high school graduation rates?
Students with better attendance graduate on time at higher rates Students with higher attendance rates are more likely to meet academic standards
How do rubrics benefit teachers? Students?
Teachers: -Specific criteria for assessing student understanding -A tool for increasing the consistency of evaluation among teachers -Clear targets for instruction Students: -Clear performance targets -Expectations about what is most important -Criteria for evaluating and improving their own work
What guidance does the state of Oregon provide for a sexuality education in state-supported schools? What is required by the current OARs regarding sexuality education?
The three key laws: -Human Sexuality Education -Healthy Teen Relationships -Child Sexual Abuse Prevention Education Key Components: -Being able to communicate needs and values, developing healthy relationships, setting and respecting boundaries, and learning that students all have the right to be treated with dignity and respect, no matter their identity Comprehensive: -Instruction may be abstinence-based while also providing medically accurate information on other methods of preventing STIs and pregnancy; "Abstinence-only" sexual education is not permitted in Oregon public schools
What are the major components of a well-constructed lesson?
Thoughtful Planning- -Standards, objectives, teaching strategies, assessment, reflection & revision -Know your content!! What is functional? Patience- -Give students time to think and respond -Take the time to process activities Class Management- -Grouping strategies -Group size -Group abilities Connect the dots- -Anticipatory set -Activities -Practice, Practice, Practice -Review, Review, Review
What is the Whole School, Whole Community, Whole Child Approach to learning and health (AKA Healthy Kids Learn Better)?
Whole School, Whole Community, Whole Child Approach: -Community involvement -Health education -Physical Education and physical activity -Nutrition environment and services -Health services -Counseling, psychological and social services -Social and emotional climate -Physical environment -Employee wellness -Family engagement WS, WC, WCh Tenets: -Healthy -Safe -Engaged -Supported -Challenged
In class we discussed five guidelines for writing student objectives. What are they? Give examples of each component.
Writing Behavioral Objectives (who will do how much of what by when): -Who: student focused- define expectation for student performance ("the student will" -Behavior: use language to describe behavior that is measurable (refer to Bloom's)- list, compare, identify, etc. -Content: should include content about the specific learning experience- general ("... the health risks of tobacco") < specific ("... the health risks of exposure to second-hand smoke") -Condition: describes the conditions under which the behavior is expected to occur (e.g. after viewing the video, using their textbook, after working with their group) -Criteria: describe acceptable performance criteria- w/o criteria ("... write an essay on the danger signals of heart disease") < w/criteria ("... write an essay that includes at least three danger signals of heart disease") Performance Criteria Checklist: -Tends to measure absolute standards -Criteria may be weighed (e.g. Steps in CPR; Steps in Refusal Skills)
What is the YRBS and how might it be useful to you as an educator? What is the YRBS trying to find out?
YRBS is the Youth Risk Behavior Survey. -Began in 1990, samples 9th and 12th graders -National, randomized sample, data collected every-other-year Purposes: -Determine the prevalence of health behaviors. -Assess whether health behaviors increase, decrease, or stay the same over time. -Examine the co-occurrence of health behaviors. -Provide comparable national, state, territorial, tribal, and local data. -Provide comparable data among subpopulations of youth. -Monitor progress toward achieving the Healthy People objectives and other program indicators.
Where can you find current data about health risk behaviors in Oregon youth? What is the name of the annual study of youth risk behaviors that Oregon conducts?
Youth Risk Behavior Survey www.cdc.gov Oregon Healthy Teens www.oregon.gov
