empower students by teaching content and skill mary connolly program chair, health and family...
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EMPOWER STUDENTS BY TEACHING CONTENT AND
SKILL
Mary Connolly
Program Chair, Health and Family Consumer Sciences, Cambridge College
Health Education Consultant
GOAL OF THE SESSION
To learn how to empower students to develop and maintain healthy behaviors by acquiring functional knowledge and learning and practicing
skills.
TO EMPOWER YOUTH
• Involve students in instruction
• Provide positive role models
• Teach knowledge and skills
• Provide time and opportunity to demonstrate accomplishments
• Involve students in peer-based programs
http://mypeer.org.au/planning/what-are-peer-based-programs/theory/youth-empowerment/>
CONNECTION TO SPORT
One of the best ways to help athletes build real self-confidence is through the mastery of skill followed by a demonstrated ability to perform these
skills in competitive settings in first practice and then games
http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html
SUPPORT FROM RESEARCHBoys, Girls, and Communication: Their Views, Confidence and Why These Skills Matter
Online survey of 6865 boys and girls, aged 8-16 from 47 English Schools and one school in Wales.
•83% of boys and 86.4% of girls strongly agreed that good communication skills are the most important skills to have.
•88.3% of boys and 87.9% of girls agree that good communication skills give them more confidence in social situations.
•70% of boys and 61.6% of girls have overall confidence in saying “no” to friends.
Clark, Christina. (2011) Boys, girls and communication: Their views, confidence and why these skills matter. London: National Literacy Trust
THE KEY TO EMPOWERMENT
National Health Education Standards performance indicators
NATIONAL HEALTH EDUCATION STANDARDS
• Standard 1-Comprehend concepts related to health promotion and disease prevention to enhance health.
• Standard 2-Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
• Standard 3-Students will demonstrate the ability to access valid information and products and services to enhance health.
• Standard 4-Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
National Health Education Standards, Achieving Excellence
NATIONAL HEALTH EDUCATION STANDARDS
• Standard 5-Demonstrate the ability to use decision-making skills to enhance health.
• Standard 6-Demonstrate the ability to use goal-setting skills to enhance health.
• Standard 7-Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
• Standard 8-Demonstrate the ability to advocate for personal, family, and community health.
National Health Education Standards, Achieving Excellence
PERFORMANCE INDICATORS
PreK-2
IdentifyRecognizeDescribe
ListDemonstrateDifferentiate
EncourageMake requests
Grades 3-5
DescribeIdentifyAnalyze
ListPredictChooseSet a goal
Identify DemonstrateExpress opinions
Encourage
PreK-2
3-5
National Health Education Standards, Achieving Excellence
PERFORMANCE INDICATORS
Grades 6-8
AnalyzeExplainExamine
DescribeAccessDetermineLocate
ApplyDemonstrateIdentifyDistinguish
PredictChooseDevelopImplementFormulate
Grades 9-12
PredictDescribeAnalyzeDevelopImplement
EvaluateProposeCompare and contrastFormulateAdapt
Use resourcesDetermineAccessUse skillsAssessUse normsWork collaboratively
DemonstrateExamineJustifyGenerate alternativesDefend
6-8
9-12
National Health Education Standards, Achieving Excellence
HOW DO WE TRANSLATE PERFORMANCE INDICATORS INTO ASSESSMENT AND INSTRUCTION?
Bicycle safety
FIVE EASY STEPS TO TEACHING A SKILL
1.Examine data
2.Select and infuse a National Health Education Standard 1 performance indicator with content.
3.Select and infuse a National Health Education skills standard (Standards 2-8) performance indicator(s) with content.
4. Plan a performance task
5.Plan lessons before and after the performance task
Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010
12
STEP 1
EXAMINE THE DATA
BICYCLE SAFETY STATISTICS
• 9 out of 10 bicycle riders who die in crashes are not wearing helmets. 2
• Bicycle helmets are 85-88% effective in reducing head and brain injuries
• 70 % of all fatal bicycle crashes involve head injures.
• Only 20-25% of all bicyclists wear a bicycle helmet. 1
• Children under the age of 14 account for 13% of bicycle fatalities. 3
1. http://trafficsafety.org/safety/sharing/bike/bike-safety-everyone/bicycle-helmets2. http://www.nationwidechildrens.org/cirp-bicycle-helmets3. http://trafficsafety.org/safety/sharing/bike/bike-facts/bike-injuries-fatalities
EXAMINE THE DATA
CDC – Youth Online – YRBSSwww.cdc.gov
STEP 2
SELECT AND INFUSE A NATIONAL HEALTH EDUCATION STANDARD 1 PERFORMANCE INDICATOR WITH
CONTENT
STANDARD ONE INFUSED PERFORMANCE INDICATORS
Elementary Middle School High School
1.5.4 Describe ways to prevent common childhood injuries and health problems related to riding a bicycle.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems resulting from riding a bicycle
1.12.5 Propose ways to reduce or prevent injuries and health problems resulting from riding a bicycle
National Health Education Standards, Achieving Excellence
STEP 3
SELECT AND INFUSE A NATIONAL HEALTH EDUCATION SKILLS
STANDARD (STANDARDS 2-8) PERFORMANCE INDICATOR(S) WITH
CONTENT.
STANDARD SEVEN INFUSED PERFORMANCE INDICATORS
Elementary Middle School High School
7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks related to bicycle safety
7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others when riding a bicycle
7.12.3 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others when riding a bicycle
National Health Education Standards, Achieving Excellence
LET’S PUT THE PERFORMANCE INDICATORS TOGETHER BY GRADE
SPAN
INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR
OF UNINTENTIONAL INJURIES
Standard 1
• 1.5.4 Describe ways to prevent common childhood injuries and health problems related to riding a bicycle.
Standard 7
• 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks related to bicycle safety
National Health Education Standards, Achieving Excellence
INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR
OF UNINTENTIONAL INJURIES
Standard 1
• 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems resulting from riding a bicycle
Standard 7
• 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others when riding a bicycle
National Health Education Standards, Achieving Excellence
INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR
OF UNINTENTIONAL INJURIES
Standard 1• 1.12.5 Propose ways to reduce or
prevent injuries and health problems resulting from riding a bicycle
Standard 7• 7.12.3 Demonstrate a variety of
behaviors that avoid or reduce health risks to self and others when riding a bicycle
National Health Education Standards, Achieving Excellence
STEP 4
PLAN A PERFORMANCE TASK
THE PERFORMANCE TASK IS A PLANNING TOOL FOR THE
AUTHENTIC ASSESSMENT OF CONTENT AND SKILL IN A UNIT
ELEMENTS OF A PERFORMANCE TASK1. Risk factor data
2. Which State Standard(s) does this performance task address? 3. Content – Select a Standard1 performance indicator from the appropriate grade span.
Infuse the performance indicator with content Assessment Instruction
4. Skills – Select a skills performance indicator from the appropriate grade span Infuse the performance indicator with content Assessment Instruction
5. Curricular connections: What other subject areas does this project support?6. Project Description:
Write a prompt based on the performance indicators.Provide a challenge that describes the requirements of the project.
7. Rubric8. Back up information for the student
Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010
AUTHENTIC ASSESSMENT OCCURS WHEN STUDENTS DEMONSTRATE WHAT THEY HAVE LEARNED AND
ARE ABLE TO DO
BACKWARDS DESIGN LESSON PLAN
Step 1. What do you want the students to know? Standard 1 infused performance indicator Assessment
Step 2. What do you want the students to do? Standard 2-8 infused performance indicator Assessment
Step 3. Instruction (activities, strategies, etc.) How are you going to achieve the performance indicators?Step 4. How can I improve this lesson?
Additional considerationsStrategies for integrating
SPEDELLStudents from diverse backgroundsTechnology
Home work Interdisciplinary connections Opportunities for parent participation Opportunities for parent/community involvement Teacher resources needed Student resources needed
Cambridge College – EHE620 – Implementing Curriculum in the Health Classroom
To empower students to become confident, teach functional health content and National Health Education skills then provide practice time for
acquisition.
CONNECTION TO SPORT
• One of the best ways to help athletes build real self-confidence is through the mastery of skill followed by a demonstrated ability to perform these skills in competitive settings in first practice and then games
http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html
To learn how to empower students to develop and maintain healthy behaviors by acquiring functional knowledge and learning and practicing
skills.
MARY CONNOLLYPROGRAM CHAIR, HEALTH AND
FAMILY & CONSUMER SCIENCES, CAMBRIDGE COLLEGE
HEALTH EDUCATION CONSULTANT
AUTHOR, SKILLS-BASED HEALTH EDUCATION