SSPE312 Exam 3 (Ch. 2, 18,20)
True or False: How we teach students is just as important as what we teach students
True
True or False: Socioecological and sociocultural perspectives are important parts of a skills-based approach
True
True or False: A comprehensive curriculum covers a variety of topics across multiple dimensions of health
True
True or False: During the middle portion of a lesson, it is important to ensure that activities flow and progress from one to the next
True
Which of the following is an example of soliciting support (versus lobbying or education)? a) As a member of the wellness committee, ask the group to revise the curriculum b) Have a health fair and provide information to the public c) Send a letter to a state legislator asking for a change in state law d) Speak to your local city council about supporting the school budget.
a) As a member of the wellness committee, ask the group to revise the curriculum
An activity that students work on as soon as they enter the class is known as a ________________. a) Do-now activity b) Essential Question c) Scaffolding d) Exit slip
a) Do-now activity
Which form of advocacy is about informing others of why skills-based health education is important and providing the information they may need in order to make an informed choice? a) Educating and building awareness b) Soliciting support c) Lobbying d) Advocating
a) Educating and building awareness
A type of professional development that takes place in the classroom or is closely aligned to the work that educators are doing in the classroom is known as ______________. a) Job-embedded learning b) Course workshops c) Self-directed learning d) Professional development
a) Job-embedded learning
The overarching term that encompasses learning experiences for educators is known as __________ a) Professional development b) Professional learning opportunities
a) Professional development
Self-efficacy is _____________ a) a person's belief that actions can produce the desired outcome b) a person's desire to reach a desired outcome c) a person's actions to accomplish a goal d) a person's belief that the desire to accomplish something is enough
a) a person's belief that actions can produce the desired outcome
An open-ended question that fosters critical thinking about the content or topic is known as _____________. a) essential question b) purposeful question c) primary question d) critical question
a) essential question
An ______________ is used by participants to chart out goals after a training session and to determine the next steps on integrating what has been learned into their practice a) Plan b) Action plan c) Journal d) Goal list
b) Action plan
An end-of-class routine that wraps up the lesson and restates assignment and expectations is known as ________________. a) Review b) Closure c) Homework Assignment d) Exit slip
b) Closure
Which of the following is a participatory method used in the classroom a) Role-play b) Debates c) Large and small group discussions d) All of the above
d) All of the above
Which of the following is an example of job-embedded learning? a) Peer observations b) Coaching c) Study circle d) All of the above
d) All of the above
True or False: Outcome expectations of the social cognitive theory refers to the interaction between person, behavior, and environment
False
True or False: Advocating to a group of parents about changes to the health education curriculum could raise the profile of your program
True
True or False: Functional information is to useable, applicable, and relevant. Functional information learned becomes functional knowledge.
True
_______________ means that students have time to reflect on their own situation, skills, beliefs, values, attitudes and understandings. _____________ is when students are able to embed the knowledge and skills into their beliefs, attitudes, and actions. They are able to adopt what they have learned. _____________ is when students can see themselves in the curriculum - connecting with activities, applying skills and relating to content. a) Internalization; self-reflection; personalization b) Self-reflection; internalization; personalization c) Personalization; internalization; self-reflection d) Self-reflection; personalization; internalization
b) Self-reflection; internalization; personalization
The skill development model consists of five steps. In which step would you generate positive and negative examples of how the skill might be applied a) introduce the skill b) model the skill c) practice and feedback d) present skill cues/critical elements e) assess the skill and support transfer
b) model the skill
Which form of advocacy is about talking with a government official to change a law or regulation? a) Educating and building awareness b) Soliciting support c) Lobbying d) Advocating
c) Lobbying
Which of the following is NOT a National Health Education Standard? a) Goal Setting b) Self-Management c) Nutrition d) Decision Making
c) Nutrition
Which form of learning is best described as learning that has students doing things and being engaged in their learning? a) passive learning b) interactive learning c) active learning d) ambitious learning
c) active learning
In a skills-based classroom, the role of the teacher is that of a _____________. a) leader b) lecturer c) facilitator d) partner
c) facilitator
How can a school health educator stay current and relevant in the field? a) participate in professional groups on social media with other health and education professionals b) read blogs related to emerging topics of interest c) join a professional organization d) all of the above
d) all of the above
Which of the following is not a core aspect of a skills-based health education curriculum? a) planned and sequential curriculum b) builds functional knowledge c) develops skill proficiency d) is teacher directed
d) is teacher directed
Which step of the skill development model allows students to think about how they can use the skill in their daily lives a) model the skill b) provide feedback and reinforcement c) present the steps of the skill d) practice or rehearse the skill using a real-life scenario
d) practice or rehearse the skill using a real-life scenario
A technique that breaks complex information or skills into manageable parts while also providing appropriate supports for students to engage in the materials is known as __________. a) laddering b) dissecting c) breaking down d) scaffolding
d) scaffolding
True or False: Providing clear expectations for assignments and activities can help keep students focused and on track as they work on an assignment.
True
____________ are the discreet experiences or opportunities that, when bundled together, provide a foundation for professional growth and development. a) Professional development b) Professional learning opportunities
b) Professional learning opportunities