Health 304

Formative Evaluation

Formative evaluation is gathering data for the purpose of improving the teaching/learning process.

Criteria for effective health education:

HECAT provides a framework for evaluation and formulating health education. Centers for Disease Control and Prevention (CDC) has established criteria for effective Health Education Should reflect teaching of functional information (essential concepts). -Shape personal values that support healthy behavior. -Shape group norms that value healthy lifestyle. -Develop skills necessary to incorporate, practice and maintain health-enhancing behaviors.

Health Education Curriculum Analysis Tool

Health Education Curriculum Analysis Tool (HECAT) is an assessment tool which provides guidance for assessing and planning health education curriculum. Information gathered is used to develop or modify health education scope and sequence.

What is the most important determinant of health status?

Health behaviors

Why do we need health education?

Health behaviors are the most important determinant of health status Health behaviors are learned at an early age. Health behaviors are changeable. Formal health education should begin early. Negative health behaviors are preventable.

What is health education?

Health education is "any combination of learning experiences that promote voluntary actions and informed decisions conducive to health" and is "concerned with the health behavior of individuals and with the living and working conditions that influence their health"

The focus of health education is to increase:

Health literacy

Health literacy:

Health literacy is the ability of the student to: -Obtain, interpret, and understand basic health information and services. -Use information and services in ways that enhance health.

Critical thinking essays

Involves a writing activity that allows the student to analyze or synthesize information in order to make a decision.

What kind of assessment is a rubric?

It is a formative assessment because it becomes an ongoing part of the educational process.

Further Professional preparation:

It is recommended that a health educator be a Certified Health Education Specialist (CHES). Health educators should participate in continuing education activities. It is important for health educators to join a professional association (e.g., AAHE and ASHA).

Purposes of measurement and eval

Measurement and evaluation help teachers to: Assess the effectiveness of teaching methods and learning activities Develop the scope and sequence of teaching Motivate students

In 5-24 year olds, 3/4 of causes of morbidity and mortality

Motor vehicle crashes Homicides Suicides Other injuries-fires, drownings, falls *accidents are leading causes of death in 15-24 year olds- they are preventable

Attitudes toward health

One of the goals in health education is to develop positive health attitudes, so it is important to assess students' attitudes. Attitudes are frequently measured in health education/promotion programs because attitudes are key to behavior change. It is difficult to evaluate attitudes, and many tests designed for this purpose lack validity. Attitude formation is a gradual process; instant behavioral changes are not likely to occur. Favorable attitudes toward health behavior typically lead to more positive health outcomes.

performance task

Performance tasks help determine whether a student has reached the content standards. These tasks include: Hands-on demonstrations Written projects Student portfolios

Title VII of the civil rights act

Title VII of the Civil Rights Act should be heeded by teachers when interacting with students. The Act prohibits discrimination on the basis of race, color, religion, sex and national origin.

What has been identified by the CDC to contribute significantly to health disease, cancer and injuries?

Tobacco Unhealthy eating habits and inactivity Use of alcohol and drugs Unprotected sex (HIV infections, STIs, unintended pregnancies)

Teacher designed tests should have:

Validity—Does the test measure what it purports to measure? Concurrent Validity—Do the scores on the test relate to the scores on other tests? Reliability—Does the test measure whatever it measures consistently? Objectivity—Is the test fair to all students? Discrimination—Does the test differentiate among levels of student ability (e.g., excellent, good, average, and poor)? Comprehensiveness—Is the test long enough to cover the material? Administration and Scoring—Is the test easy to give, use, and score?

Exhibitions

—are considered a performance test or demonstration of learning that is presented before an audience and takes extended time to prepare (e.g. displays, skits, plays, bulletin boards).

School Health policy and program study

(SHPSP) -National Survey to assess school health programming and policies at the classroom, school, state and local levels. Surveyed all 50 states

The Michigan model:

-An excellent example of a curriculum plan that used a coalition of state, voluntary agencies and professional groups to develop a comprehensive approach to health education. -Comprehensive, sequential K-12 curriculum based on the Adapted Health Belief Model and several behavior change theories

Health Education should help people develop awareness and learn to:

-Assume responsibility for their own health and healthcare and actively participate with medical professionals in the decision-making process -Respect the benefits of medical technology -Try new behaviors and modify others -Be skeptical of health fads and trends -Ask questions, seek evidence, and evaluate information -Strive for self-reliance in personal health matters -Voluntarily adopt practices consistent with a healthy lifestyle

What is health promotion?

-Broader in scope than health education -Health promotion is "any combination of health education, and related organizational, political, and economic intervention designed to facilitate behavioral and environmental changes conducive to health" (National Center for Health Fitness, 2006)

Challenges in health education:

-Finding time in elementary school classrooms -Minimal time is designated for health education in the secondary schools. 6th grade - 7 days. * High school - usually 9 weeks -Health education must be a priority because the nations children are an invaluable resource

Reauthorization of Elementary and Secondary Education Act (ESEA)

-Formed in 2011 to over criticisms of "No Child Left Behind" Priorities: -Improving teacher and principal effectiveness. -Providing information to families to evaluate/improve their children's schools -Implementing college- and career-ready standards and improving assessments -Providing intensive support/interventions to improve achievement at the lowest-performing schools

Barriers to successful health teaching:

-In most colleges and universities, elementary education majors receive very little instruction in health education. -Health instruction requires that students be actively involved in the learning process. -Health education requires that students learn how to incorporate healthy behaviors into their lifestyles. -Effective health instruction is hindered by the tremendous wealth of health information.

Measurement

-Measurement is the collection of information on which a decision is based. -The purpose of measurement is to collect information for evaluation.

Written measures for determining student attitudes

-Observation -Forced choice -LIkert scale -Checklist

Teachers as role models:

-Particularly influential during elementary school years -Lead by example and model the wellness lifestyle -The sooner students begin the process of becoming healthy, the more likely they are to be successful

School Based Health Centers

-School-based health centers (SBHCs) meet a variety of needs including preventive care, screenings, counseling, and treatment -Cutbacks decrease the effectiveness of school health services -Nurses should be involved in many aspects of health education planning and ensure emergency procedures are developed for many concerns

What does health education involve from a teachers perspective?

-Supply information -Change attitudes -Influence children's behavior -Develop the concept of wellness -Develop individual responsibility for health -Develop self-esteem, self-confidence, and decision-making skills *it is a lifelong process

Legal responsibilities of the health teacher

-The teacher acts in loco parentis ("in the place of parents") when a child is under your supervision. -The primary responsibility is to protect children from injury

Place of values in the curriculum:

-Values are closely linked with personal feelings and must be carefully considered when planning health instruction. -The teacher's job is to help children develop their own values by making wise decisions about health-related matters. -Effective health education requires a balance between factual information and the attitude or valuing component. -Time must be allotted for examining values and for practicing critical thinking skills. -Attitudes and behaviors are intertwined; therefore, health education must be personalized in order to have impact. -Teachers can personalize health education by helping children identify and express their feelings regarding health issues. -In doing so, children will be better able to deal with peer pressure, communicate more effectively, and develop sound decision-making skills.

No Child Left Behind Act (2001)

-seeks to improve the performance of primary and secondary schools by increasing standards of accountability for states, school districts, and individual schools. -Federal funding may have increased accountability but has ignored health and physical education as significant contributors to enhancing health and academic success.

Steps for making a test:

1. Prepare the table of specifications based on the unit objectives. 2. Draft the test items. 3. Decide on the length of the test. 4. Select and edit final test items. 5. Rate the items in terms of difficulty. Arrange the items in order of difficulty from easiest to most difficult. Prepare the instructions for the test. Prepare the answer key and decide the rules for scoring. Produce the test.

8 general steps for HCAT:

1. Standards and Benchmarks by grade level. 2. Clarify health priorities using local, community, and national health data on youth-related behaviors. 3. Select key health topics based on data. 4. Identify and prioritize expected behavioral outcomes for students for each topic. 5. Determine essential concepts and skills for each health topic related to behavioral outcomes. 6. Decide specifically "what" and "when" each of the essential health education concepts and skills should be taught across the curriculum. 7. Determine the overall amount of instructional time. 8. Review and validate the scope and sequence

What are the stages of curriculum planning?

1. establish desired results 2. track evidence 3. finalize learning plans

Working with other teachers and school administrators:

A health educator should keep other school personnel informed of health matters related to the students and community. The health educator can serve as the school representative on health committees or organizations. A primary responsibility of the health teacher is to plan the health education curriculum and make recommendations to the administration regarding the school health program. The teacher also works closely with administrators when communicating with parents about a child's health, making health-related referrals, and following up on student cases.

Affective domain

Affective domain is defined as what we hold important or value in relationship to a given topic or component of our lives. -Attitudes and values give direction to life and help determine behavior.

What is health?

An integrated method of functioning that maximizes the potential of which an individual is capable. It requires that the individual maintain a continuum of balance and purposeful direction with the environment where he is functioning.

Assessment

Assessment of learning in the classroom includes standards, benchmarks, and performance indicators to evaluate student progress. Assessment also includes accountability for students and teachers.

What is wellness?

Attitudes and behaviors that enhance quality of life and maximize personal potential

How to be a quality health education teacher:

Be a positive role model! Stay motivated so that you can better motivate your students. Be organized. Be consistent in how you relate with students. Avoid pre-judging and labeling students. Listen to your students Demonstrate love, care, and concern for students. Work hard to be a successful teacher by investing in yourself and continuing to learn. Be positive! Seek role models; emulate others who inspire you. Set goals, and develop a plan to achieve those goals. Work hard. Stay mentally fresh by developing all your interests.

What does the youth behavior risk surveillance system monitor?

Behaviors that contribute to unintentional injuries and violence Sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, including HIV infection Alcohol and other drug use Tobacco use Unhealthy dietary behaviors Inadequate physical activity *ashma and obesity

Benchmarks

Benchmarks are set at various grade levels (e.g., 2nd, 5th, 8th, 12th). They are used to ensure student progression. Not all students will reach benchmarks at the same time. Some students may need additional help (e.g., after-school tutoring, summer school, or Saturday school). Useful to measure student growth

SHPSP is designed to answer questions related to:

Characteristics of the Coordinated School Health Program. Persons responsible for coordinating and delivering each program component. Collaboration among staff from each program component. Key policies and practices which have changed over time

teacher skills for measurement and eval

Choosing evaluation strategies (both quantitative and qualitative). Identifying, accessing, and evaluating the most commonly used assessment instruments. Techniques of administration and methods of scoring evaluation instruments. Interpreting and reporting assessment results. Using assessment results in decision making. Interpreting and presenting statistical information about assessment results. Conducting and interpreting evaluations of programs. Assessing students with diverse learning styles

What factors should you consider when making a curriculum?

Curriculum needs may vary according to community, state, or region. Each state has its own set of guidelines or standards for health education, and many states also provide school districts with curriculum guides. Other factors need to be considered in curriculum development, including social mores, student interest, health needs, and educational resources.

Lesson plans:

Daily lesson plans are necessary for teaching a unit in a logical, progressive manner. I mportant lesson plan components include: a conceptual statement/instructional objective, performance indicators, content outline, strategies, and evaluation activities.

The Youth Risk Behavior Surveillance System

Developed by the CDC to produce data representative of U.S. students in grades 9-12 Provides information on the health behaviors of young people Helps educators determine the health practices and status of American youth Points to the necessity of coordinated school health programs

Narrative grading

Dialogue between the student and teacher about the work. Dialogue should be student generated and reflect creative options and critical thinking. Evaluation is written in narrative form

The coordinated school health program:

Eight components -Family/community involvement: integrated approach -Physical Education -Health Services: prevenative services, education, emergency care, school nursing, dental, school linked health services -Nutrition services-nutrition information -Counseling/ Psychological and Social Services: Individual and group assessments, referrals, etc. -Healthful school environment: Physical environment, psychosocial environment -Health Promo for staff: -School health education: in class

Evaluation

Evaluation is the use of measurement in making decisions about student progress.

Performance based evaluation

Performance-Based Evaluation—is based on the student's ability to show what they have learned, rather than what they are able to recall. Portfolios Exhibitions Critical thinking essays Group Work

Newer methods of evaluation:

Performance-based evaluation Narrative grading Portfolios Group projects Individual Exhibits Critical thinking essays

Health education must be:

Relevant and motivational Developmentally appropriate Planned to address the "whole child" Comprehensive Sequential Taught by qualified health teachers Given adequate time Carefully planned and organized Meaningful education that influences decision-making skills Planned to include: cognition, affective opportunities, and life skills

What is the focus of today's health education?

Resiliency skills

Rubrics

Rubrics are the criteria that will be utilized to assess and evaluate how the student performs in the health education instructional process. Rubrics describe a set of fixed measurements and criteria, which are accompanied by examples of products that represent different levels of accomplishments or skill equitation. Rubrics are an authentic assessment tool that is useful in assessing complex and subjective criteria.

Barriers in regards to diversity:

Schools are becoming increasingly diverse. Students need an environment that is free from bias and discrimination to learn effectively. Students must value differences and respect others regardless of gender, culture, ethnicity, or physical abilities.

Scope and sequence:

Scope and Sequence helps to outline breadth and arrangement of essential health topics and concepts across the grade levels (scope) and the logical progression of knowledge, skills, and behaviors addressed at each grade level (sequence) from grades K-12.

In order for health education to accomplish it's objectives, it should be:

Sequential: k-12; based on previous learning Planned: based on goals, objectives and evaluation criteria Comprehensive: all identified content areas should be included Taught by qualified health teachers: people who are concerned about wellness and been trained in content and strategies

What are the 6 interrelated dimensions of wellness that encompass health?

Spiritual Social Physical Environmental Emotional Intellectual

Peer evaluation

Students work together to evaluate each others' work

Summative Evaluation

Summative evaluation is evaluation conducted at the end of an instructional unit (e.g., a test).

Working with outside agentcies

Teachers can help volunteer organizations educate the community in health matters. Teachers can utilize curricula materials and resources available through voluntary health agencies and community groups to support classroom health instruction.

How do teachers teach a wellness lifestyle?

Teachers should strive to teach children and youth knowledge and skills that are necessary for a wellness lifestyle. Educators must teach students to: -Strive to attain balance among the six dimensions -Possess an internal locus of control (vs. external locus of control) -Possess self-efficacy—belief in one's ability to accomplish a specific task or behavior

Lesson planning using national standards

The format (Teaching in Action, p. 45) includes the following components: National Health Education Standards National Health Education Standard Performance Indicators Valued Outcomes Strategies Materials Formative Evaluation Essential Elements or Content Emphasis Teacher Evaluation

Continued barriers to health teaching:

The health information base is constantly changing, which requires health educators to be committed to stay current by attending educational seminars and workshops. Some health information is conflicting while other health information is inconclusive. Many health issues are controversial. Many students bring preconceived notions, habits, and misinformation to the health education classroom. Some administrators place a low priority on health education and try to "squeeze" it out of the curriculum

Working with students:

The health teacher often counsels students about health-related matters. The health teacher must possess excellent communication skills. Many students require help that is beyond the teacher's expertise. Teachers should not try to "diagnose" a health problem or make accusations, both of which can lead to legal problems. The teacher should document personal observations and discuss them with an administrator. Teachers need to be familiar with referral networks in the school and community and make referrals as needed.

Working with school or clinic nurse

The teacher can help the school nurse understand health behaviors of students. The teacher can assist the nurse by preliminary screening in the classroom, preparing students for screening tests, and referring students for screenings. Teachers who are properly trained can complement the school's emergency care program by offering needed services.

Working with parents:

The teacher should always notify a student's parents when an illness or serious health condition is present. Teachers should follow school policy when notifying parents. The teacher should make proper referrals when necessary. Health educators can involve parents through family involvement activities.

What does a teaching unit include?

The teaching unit includes objectives, content, learning strategies, evaluation methods, and references.

Professional preparation:

There are accreditation standards for professional preparation of health educators. Criteria for accreditation include: (1) assessment of the competencies for health educators, (2) inclusion of the recognized content areas of comprehensive health education, and (3) key professional issues in health education in the school setting.

Writing performance objectives:

Who—The student (learner). Behavior expected—What the student will do to show that learning has occurred. Learning requirement—What the student will know, feel, or do when the learning is completed. Action verbs that can be used to write knowledge, behavioral, and valuing performance indicators can be found in Figure 3.1.