HSC350 Quiz #2 (Ch. 3 & 4)

Face-to-Face Promotive Interaction (assist and encourage others to achieve)

students seated in close physical proximity are supported in mutual discussion of all aspects of the assignment

students in grades k-8 meet standards when they demonstrate...

the ability to apply essential concepts and skills to help keep themselves and others healthy and safe

Formative assessments involve...

giving students meaningful feedback to help them improve their performance.

Group processing (discuss how well the group is functioning and make suggestions for improvement)

- formal acknowledgment is provided by assessing group achievement and working relationships

Understanding by Design (UbD) for unit planning:

1. clarify desired results 2. determine needed evidence 3. develop the learning plan - units offer many possibilities for curriculum integration with other subject areas

Lesson Planning:

1. focus on my students (who are they?) 2. desired results (what do I want my students to learn?) - use performance indicators 3. assessment evidence (how will students show what they learn?) 4. active learning plan (how will i teach so all my students learn?) 5. Reflection (what did we learn? how can I improve next time?)

Health Fairs

An interesting and effective alternative to conventional learning centers confined to a small space in the classroom is to organize multiple centers developed by students into a health fair.

Correlated Health Instruction

In correlated instruction approaches, complementary, discipline-specific units of study or related disciplines are brought together to answer common questions, solve problems, or address complex issues Advantages: - connections between previously unrelated content areas are formally reinforced - realistic and complex health issues can be addressed - complementary resource materials have begun to emerge - time management problems can be eased with a correlated instruction approach

Shock Questions

Many questions are shocking because of the vocabulary used. To deal with this situation, the teacher should reword the question using proper terminology. - stay calm - not act embarrassed

Request for Information

Many times, students will be very curious about a subject or will need something clarified

S.M.A.R.T. goals stands for

Specific, Measurable, Attainable, Realistic, Timely

The most effective strategy for managing controversy in a school district is to anticipate the potential for it.

The following recommendations have been suggested to help in developing proactive, district wide plans: - do your homework (knowledge) - engage a broad base of planners - state goals clearly - cultivate support networks - identify articulate spokespersons - create awareness within the community - be positive

The theory of planned behavior in Self-management:

The theory of planned behavior advocates using the whole model to create learning opportunities for students. - Students need accurate and complete information to help them develop healthy attitudes and make informed decisions - Students also need to examine norms related to the behavior of their peers and explore the beliefs of their families and friends about sexuality. - Students need assistance in building their perceived behavioral control and elf-efficacy with respect to decisions and actions related to sexuality.

Jean Piaget: Discipline

a specific body of teachable knowledge, with its own background of education, training, methods, and areas of focus

Individual and group and accountability (individuals are responsible for doing their part)

although there is a focus on group outcomes, it is important that individual student achievement not be compromised.

Examples of icebreaker activities (pg. 96)

clustering, whip around, boundary breaking, four corners, snow cones, time to move!, greetings before school begins, positive letters and phone calls, the appreciation activity, popcorn appreciation, interviews, class picture inspection, featured student of the week, student collage, graffiti or word wall, journal writing, role-playing, success of the day, class contracts, class jobs, participation in classroom decisions, question box, guest speaker, he-roes and she-roes, peer tutoring, community service/service learning projects

Standard Two: Analysis of internal and external influences

examining internal influences (feelings, likes, dislikes, curiosity, values, beliefs, fears, moods) and external influences (family, peers, culture, technology, and media, such as advertising, social media, music, television, and movies) on health decisions and behaviors

Permission Seeking

generally, these questions are intended to ask permission to participate in a particular behavior

Standard Five: Decision Making

learning and applying age-appropriate processes for making health-promoting decisions

Standard Six: Goal setting

learning and applying age-appropriate processes for setting and working toward health-related goals

Standard One: Core Concepts

learning functional knowledge, which is the most important information essential for health promotion and disease prevention

Standard Eight: Advocacy

learning to act in effective ways to promote personal, family, and community health

Standard Three: Access to information, products, and services

learning to locate and use the best sources of health information, products, and services to fulfill health needs

Differentiation means:

planning to ensure that all students have the opportunity to learn - educators must consider the needs and characteristics of all the children in their classroom to make learning meaningful, rather than one size fits all - teachers can also provide differentiation by permitting students to choose one of several performance tasks to work on alone or with a partner

Standard Four: Interpersonal communication

practicing and comparing verbal and nonverbal strategies for clear communication and peer resistance across priority health-risk areas

"trigger: activities

provide a bridge into the topic for the day or between days when content coverage is extended

Positive Interdependence (sink or swim together)

this is ensured through establishing a cooperative goal structure and distributing tasks and resources equitably among group members

Students who feel more connected to their school are LESS likely to...

- smoke cigarettes, drink alcohol, and participate in sexual intercourse - carry weapons and become involved in violence - be injured from dangerous activities such as drinking and driving or not wearing a seat belt - have emotion problems, suffer from eating disorders, and experience suicidal thoughts and attempts

Competitive model:

- students vie for recognition as the "best"

Individualistic model:

- students work toward meeting set criteria, with their success depending only on their own performance without influence by other students

Youth who report feeling connected to their caregivers are...

- three times less likely to smoke cigarettes - two times less likely to use marijuana - three times less likely to drink alcohol to excess - five times less likely to participate in risky sexual behaviors - five times more likely to participate in regular exercise

Questions Kids Might Ask:

1. requests for information 2. Am I normal? 3. Permission-Seeking/Personal Beliefs 4. Shock Questions

Direct instruction is associated with the following advantages for students, teachers, administrators, and parents

- parents, teachers, and students are familiar and comfortable with it - the approach is consistent with courses of study standards, and testing protocol developed in most states - textbooks and supplementary learning materials are readily available - students are empowered with specialized information and skills - secondary teachers academically prepared as content specialists are equipped with limited range but a great depth of expertise within a given discipline - all content areas, including those perceived to be of less importance, are afforded a portion of formal instructional time

Schools must offer a range of activities that serve to engage parents in student learning and health promotion.

- providing parenting support through instructional seminars, workshops, and resource collaboratives in the school and community - communicating with parents with consistency and effectiveness - implementing varied opportunities and times for parents to provide voluntary services - supporting learning at home - encouraging parents to be part of decision making in their local schools - cultivating community, school, and parent collaboration

Protective Factors

- significant reductions in risk behaviors can be achieved by supporting the development of protective factors that help children avoid behaviors that put them at risk for adverse health and educational outcomes - Protective factors include individual, social, or environmental characteristics or that help students reduce the effects of stress, increase their ability to avoid risks, and enrich their social and emotional competence - Specific protective factors include such attributes as having a positive outlook about the future or resources including access to parents after school or at dinner time that serve as a buffer between youth and the harmful effects of negative situations and events including the exposure to violence.

Learning Center

A learning center consists of an organized sequence of student-centered activities, each of which increases functional knowledge, helps students practice essential skills, or helps students examine their attitudes or beliefs about a health topic. Well-Designed learning centers can: - organize resources - encourage students to work independently - respond to individual learning pace - incorporate both independent and collaborative activities - supplement or reinforce basic instruction - provide opportunities for applying higher-order thinking skills - combine a well-organized structure with freedom for independent thinking and creative expression - provide opportunities for peer-based learning

"Am I Normal?"

Am I Normal? questions generally focus on concerns about student's bodies and physical and emotional changes that are occurring in them. It is important to validate their concerns by informing them that many young people of their age share those same concerns

What can parents do to impact the child?

- The author of an article in American School Board Journal asserted that the "cookie-baking, word-processing, candy-selling, paper shuffling, showing-up activities are not likely to have much impact on achievement." - Behaviors that improve academic outcomes for students include: managing and organizing children's use of time, helping with homework, discussing school matters with children, and reading to and being read to by children

Building on Evaluation Research

- The goal of health education is for students to adopt and maintain healthy behaviors. - Health education should contribute directly to student's ability to engage in health-enhancing behaviors and avoid behaviors that can lead to poor health.

Standard Seven: Self-management

learning to practice skills for healthy behaviors, such as stress management, anger and conflict management, injury and disease prevention, and personal health care

Classroom assessments should...

1. promote learning 2. incorporate multiple sources of information 3. provide fair, valid, and reliable information

"Icebreakers" are designed to...

1. reinforce an "inviting" learning environment 2. cultivate connections between learners 3. foster approachability for students

Individual Instruction: An Important Alternative

- Specific applications of individualized instruction that have particular potential to enrich health education practice include the use of learning centers located in the classroom and health fairs that serve larger target audience -

Yearly Planning

- The healthy behavior outcomes build on one another and grow in complexity from one grade cluster to the other. - The sample yearly plan focuses each month on a particular content area. Lessons might or might not be taught daily, but they should at a minimum be taught weekly. - Devoting sufficient instructional time to health education increases the potential to help students to develop healthy behaviors. - The HECAT notes that scope and sequence should address the concepts and skills students need before they encounter health-risk situations, help coordinate instruction within standards and across grade levels, and show reinforcement of skills and concepts without excessive repetition.

Cooperative model:

- interaction occurs in the context of learning in small groups within which students must collaborate to achieve shared goals

The theory of planned behavior constructs:

1. intentions to act 2. attitudes towards a behavior 3. subjective norms (perceived social pressures related to a behavior) 4. perceived behavioral control (perceived ease or difficulty of performing a behavior) - Educators can fine-tune units and lessons by thinking through which of these constructs they are trying to influence.

Interpersonal and small-group skills (skills are required to be an effective group member)

rather than assuming that students possess social and collaborative skills, teachers must teach them as a foundation of cooperative learning

Core Concepts (in depth)

- Acquiring core concepts refers to learning functional knowledge, which is the information most essential to health promotion and disease prevention. - NHES1 (core concepts) is closely linked to NHES3 (access to information, products, and services). - Lessons related to core concepts can help students develop positive attitudes toward health by connecting healthy behaviors with positive results. - Health education lessons should engage students in scratching beneath the surface to discover how the concepts and skills they learn connect with their lives.

Cultivating Classroom Connectedness

- How teachers structure student-student interaction exerts significant influence over how they learn, feel about their classmates, their sense of connectedness with the adults at their school, and even their self esteem. - Teachers must plan how they will cultivate a positive learning environment that is safe, engaging, and inclusive. - To maximize academic productivity, all students must feel safe, be skilled at communicating both self-respect and respect for others, understand classroom rules and procedures, and celebrate the academic successes they and their classmates experience (in order to do this, teachers must structure policies, practices, and communication strategies in ways that enhance student engagement and a sense of connectedness.

Cooperative Learning: An Instructional Alternative

- If structured and managed with intention, diversity among students can result in increased achievement and productivity, creativity in problem solving, growth in cognitive and moral reasoning, and increased ability to recognize and accept the point of view of others. - Teachers play a critical role in structuring the learning environment and the kinds and quality of interactions that occur between students - working together to achieve a common goal results in higher achievement and greater productivity than working alone. - When students work together to achieve a common goal, they care more about each other and are more committed to the success and well-being of their classmates - When students learn to value collaboration through accomplishing a shared success, they experience greater psychological health and higher self-esteem than when they compete with peers. - When cooperative rather than competitive or individualistic approaches are used across the school day, diversity among students becomes a source of creative enrichment and increae productivity

Cultivating Connectedness Through Parent Engagement

- Parents engagement in schools has been linked to productive student behavior, academic achievement, and strengthening social skills. In addition, when parents are engaged, students are more likely to avoid a range of unhealthy behaviors. - Defined as parents and school staff working together to support and improve the learning, development, and health of children and adolescents, parent engagement implies a shared responsibility. - Meaningful and productive collaborations are cultivated when adults in schools, community agencies, and other organizations reach out to engage parents in meaningful ways while parents provide concurrent support for learning and development in their children. - When significant adults are able to send consistent messages of support across the multiple settings in which children function, both health and learning are enriched. - Parents are more likely to engage when they believe that their actions will make a direct contribution to improve learning outcomes. - Parent engagement is also increased among parents who feel their children and local school personnel expect and want them to be active participants in the education of their child. (use varied means of communication) - it is important to sustain parent engagement, a significant challenge especially as children grow into adolescence and progress through middle and high school (once challenges are identified, staff must work with parents to develop strategies to manage them) - Rewarding relationships between parents and school personnel develop most commonly when all parties make an honest and authentic commitment to achieving the best outcomes for all learners.

Assessing student work

- assessment is the umbrella term for the deliberating use of many methods of gathering evidence of meeting the desired results. - assessment is a more learning-focused term than evaluations, and the two should not be viewed as synonymous - educators can involve their students in assessment by making sure students understand and have a say in what is required of them from the very beginning of a new unit of study

Specific actions to demonstrate to increase parent engagement participation

- School personnel must take steps to connect and build positive relationships with parents. - School personnel must identify and make the advantages of establishing productive collaborations very clear to all stakeholders. - describe authentic parent engagement as a priority in the school mission statement - establish a range of policies, practices, and programming that maximize parent engagement - establish a sustained and welcoming environment - implement strategies to increase parent participation (convenient time, providing child care, etc.) - provide enrichment and capacity building activities for parents - cultivate ways for parents to offer enrichment for school state and community organizations.

Home Environment & Health

- Students who have easy access to guns, alcohol, tobacco, and other drugs in their homes are at higher risk for suicide, violence, and substance use than others. - Effective communication between parents and teen is likely to deter teens from participating in sexual experimentation or improves the use of contraception among young people if, or when, they engage in sexual intercourse. - When teens and their mothers discuss contraception, such conversations do not cause or imply permission for teens to engage in risky sexual behavior. - The health behaviors in which parents participate have been linked to the health risks of children - Due to many complex sources of influence over teen tobacco use, parents who smoke don't necessarily influence their child to smoke- it is all about the attitudes towards the risky behavior (positive or negative).

Analyze Influences (in depth)

- Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. - Working on this standard helps young people consider answers to the perplexing health behavior question "Why do we do what we do- especially when what we do doesn't always seem to be the smartest thing?" - In practicing the skill of analyzing influences, students look at factors inside themselves (internal influences) and outside factors (external influences). - Media, parents and family, peers, community, cultural and peer norms, and personal values and beliefs are important influences on health behavior that students should examine. - The theory of planned behavior supports lessons that help students to examine social pressures to participate or refuse to participate in health behaviors. - Advertisements do help push children and adolescents toward unhealthy behaviors. - Teachers can engage students in spotting and analyzing the media and marketing messages. - As students examine social approval and pressures to participate or refuse to participate in a behavior, they are exploring the variable of subjective norms.

Access Information, Products, and Services (in depth)

- Students will demonstrate the ability to access valid information and products and services to enhance health. - Students must learn to identify credible sources of information and use that information to make healthy choices. - Questions such as "Who says?" and "What are their qualifications?" are part of this standard (NHES 3). - Teaching students to evaluate information, products, and services with a critical eye is consistent with the theory of planned behavior. - As students explore information about and claims made for various products and services, they shape their attitudes toward health behaviors. - Practicing skills- such as accessing valid information- can increase perceived behavioral control and self-efficacy as students gain confidence in their ability to practice healthy behaviors.

Advocacy (in depth)

- Students will demonstrate the ability to advocate for personal, family, and community health. - Being an advocate for health means learning to promote and encourage positive health choices and to take a stand to make a difference on a health-related issue. - As advocates, students assume the role of supporting others to promote healthy social norms. Any advocacy effort should have a healthy norms component. - Students often believe that "everyone is doing it" in terms of health-risk behaviors. Well-planned advocacy efforts can help young people recognize that same-age and older peers are making healthy choices. - The theory of planned behavior supports health education lessons that help students understand that their family and friends want them to act in healthy ways. - Health education lessons about advocacy should be relevant to student's interests and development.

Self Management (in depth)

- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks - Teachers can ensure that children are prepared with a ready tool kit of health skills and knowledge to assist them in making the decisions and taking the actions that are best for them. - In many instances, self-management skills naturally overlap with other personal and social skills, such as communication and decision making. - Teachers and students can think of self-management as the "doing" skill- the actions students actually take to keep themselves and others healthy and safe in real-life situations. - Practicing ways to deal with strong emotions (counting to ten) and stress (going for a walk) is helpful to students of all ages. - The intention to practice healthy behavior is an important component of the theory of planned behavior. However, intention by itself is not enough- it must work together with other components of the model (attitudes, subjective norms, and perceived behavioral control).

Decision Making (in depth)

- Students will demonstrate the ability to use decision-making skills to enhance health - The short- and long-term, realistic goals that students set for themselves can provide important reasons to make good decisions for their health and future. - Today's adolescents experience earlier puberty, resulting in several years of living in a sexually mature body with sexually activated brain circuits- but with relatively immature neurobehavioral systems involved in self-control and emotion regulation. - The frontal lobe helps to decipher good decision making (this is not typically developed in adolescents and teenagers). - The parts of the brain responsible for more "top-down" control, controlling impulses, and planning ahead- the hallmarks of adult behavior- are among the last to mature. - Given the complexity of brain development and its relationship to emotional and behavioral control, the theory of planned behavior should be considered in its entirety. A simple one shot approach is not sufficient for helping students develop their thought processes and skills. - Students need well-structured opportunities to identify the important issues for themselves and others inherent in the decisions they make. (health education can be planned to help them do this more thoughtfully) - Children learn two important lessons when they are allowed to make some of their own choices. First, they learn that every choice is connected to a consequence. Second, children learn that they will be held accountable for their choices. - Young children don't need to learn a formal decision-making model. Instead, children in the early elementary grades should be encouraged to make choices and then experience the resulting positive or negative outcomes of their choices. - Educators can use the theory of planned behavior to help students dig deeper into their thinking by linking their intentions and attitudes to additional information to act in more health enhancing ways. - Students can help each other when they are encouraged to reason together in honest conversation within a safe environment.

Goal Setting (in depth)

- Students will demonstrate the ability to use goal-setting skills to enhance health. - A goal is an aim related to something a person would like to do, have, or become. An achievable goal is within a person's power to accomplish in the short or long term. Without goals, children and adolescents, and even adults, may lose their sense of direction and make poor choices. - Health education lessons can help students assess their current health status and make plans to improve their health, taking into account a variety of variables that may affect their goal. - Students also need to create ways to track their progress and evaluate their accomplishments. - Without clear goals, students' personal efforts and hard work may not lead to the results they want. - Learning to set achievable goals can help young people to prioritize what's most important to them and work meaningfully toward getting where they want to go. - Students need supporters who can provide a caring but honest appraisal. - Goals should be S.M.A.R.T. - Students should make plans to celebrate progress along the way, by themselves or with others.

Interpersonal Communication (in depth)

- Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. - To become effective communicators, students need a wide variety of realistic learning opportunities to try out their skills at resisting pressure, communicating empathy and support, managing conflicts, and asking for assistance. - The theory of planned behavior supports communication lessons that provide the opportunity for students to express their intention to behave in a certain way, describe their attitudes, ascertain the position of others, and affirm their perceived ability to practice the behavior. - Effective communication includes many skills that do not come naturally- they must be learned. - The two many types of verbal communication skills are speaking and listening. - Speaking skills include the ability to clearly convey a specific message. - Children can practice expressing their feelings by using "I" statements. - Changing one's tone of voice or nonverbal cues can completely change the message someone else receives. - Listening is the second skill in oral communication. People feel good when they talk to a person who listens. - Adolescents report that some of the most common reasons they initiate risky behaviors are that they believe that their friends do it, want to fit in with others, and need to belong to a group. - Students benefit from participating in instructional activities that expose them to potential social pressures to participate in risky behaviors. - Children need time to practice peer resistance skills in the classroom beginning around third grade (at this age, children show increased independence from adults and begin to rely more heavily on their peers).

Universal Design for Learning (UDL)

- UDL is a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning. -UDL helps reduce barriers to the curriculum and provide support for learning.

Students who report a strong sense of school connectedness are MORE likely to...

- attend school more regularly - stay in school longer without or before dropping out - have better grades - perform better on tests - engage in extracurricular activities - report feelings of belonging - liking their school - having friends - report that their teachers are supportive and caring

Effective use of technology promotes the following:

- engagement, meaningful learning, and collaboration with a focus on cultivating essential skills that can be used in the daily lives of students - the use of technology as a tool for learning, communication, and collaboration

With a particular focus on improving achievement outcomes, positive effects have been demonstrated when parents engage in the strategies included in the following:

- families support learning in their homes, students experience greater achievement - achievement gains occur regardless of SES, racial background, or the education level of parents - children of parents who are engaged in their learning have higher grades and test scores, better attendance, and are more likely to complete homework assignments - higher graduation rates - more likely to enroll in postsecondary education when parents fail to cultivate productive working relationships with school personnel, children are more likely to fall behind in their school performance

When teaching core concepts (NHES1):

- focus first on the important content areas (nutrition, well-ness, violence, etc.) - build on what children already know and what they want to know - articulate health instruction within and across grade levels - integrate health instruction into other content areas in deliberate ways - identify functional knowledge that is essential for health promotion and disease prevention

Upper-elementary and middle-level students might plan and carry out a campaign to promote daily physical activity in the following ways:

- health education, health services, healthy environment, school food services, counseling, physical education, faculty and staff, healthy community - get the community involved to help

Cultivating School Connectedness

- the belief among students that adults and peers in the school care about their learning and about them as people - school connectedness has been shown to make a significant contribution to academic success and health risk - people connect with people before they can connect with institutions - When students believe that adults in the school are committed to creating a caring, well-structured learning environment in which expectations are high, clear, and fair, they are more likely to report that they are connected to their school. - Students who have cultivated stable networks with peers who are socially competent, engaged in school activities, complete homework, and help others tend to perform better in school and are more protected from being victimized and bullied. - School connectedness also is enhanced among students who demonstrate a commitment to education. Learners who believe that school is important to their future and who report that the adults in their school share their investment in education tend to achieve more and report engaging in fewer health risks. - School climate and connectedness, are enriched by specific factors including fair and consistently implemented discipline policies, opportunities for meaningful student participation in decision making, and implementation of effective classroom management practices.