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