Heath Of Elem Sch Child. Chapter 3

Front 1

What do state and local agencies often use to help develop their health education curricula?

Back 1

National Health Education Standards

Front 2

What kind of knowledge is critical for students for health promotion and disease prevention?

Back 2

Functional

Front 3

Which of the following National Health Education Standards would include positive self-talk, personal health care, and stress management?

Back 3

self-management

Front 4

All of the following are examples of interpersonal communication skills EXCEPT

Back 4

anger management

Front 5

Taking a stand to make a difference on a health-related issue describes

Back 5

Advocacy

Front 6

Which of the following correctly orders the five steps of the decision making process?

Back 6

problem, alternatives, pros/cons, choice, evaluate

Front 7

Which of the following National Health Education Standards would include making a plan for improving health, identifying desired health practices, and making a commitment to improve health?

Back 7

analyzing influences

Front 8

Behavioral rehearsals are a key component of successfully learning the skills associated with which of the following National Health Education Standards?

Back 8

Self Managment

Front 9

According to the text, health education lessons should show students how concepts and skills they learn

Back 9

connect to their lives.

Front 10

Which of the following is NOT one of the eight National Health Education Standards?

Back 10

Evaluation

Front 11

The lesson planning model recommended in the text suggests that you begin your planning by first selecting a unique learning activity.

Back 11

False

Front 12

The major change in school health education programs has been the trend towards a knowledge-based focus.

Back 12

False

Front 13

Interpersonal communication is the act of learning to behave in effective ways to promote personal, family, and community health.

Back 13

False

Front 14

The authors recommend using the "teach and test" model for instruction/assessment.

Back 14

False

Front 15

Rubrics should be used by teachers solely for assessment purposes

Back 15

False

Front 16

The overall goal of health education is to give students an interactive way to model relevant social skills.

Back 16

False

Front 17

Using visual aids, repeating key information, and providing opportunities to practice interpersonal skills are recommendations for making instruction more effective for students with cognitive disabilities.

Back 17

True

Front 18

According to your text, teachers may learn more from thinking, writing, and talking about their classroom experiences than from the experiences themselves.

Back 18

True

Front 19

Brain studies have confirmed that teens process emotions in the same ways as adults and that they can make good decisions if they are given accurate information.

Back 19

False

Front 20

Taking personal responsibility is a key skill for successful self-management.

Back 20

True

Front 21

The National Health Education Standards were originally written in 1995. They were revised and updated in 2005.

Back 21

- The standards reflect important personal and social skills in priority content areas.

- The standards reflect a move from information-based to skills-based learning.

- A skills-based approach gives students tools for making sense of new health information.

- State and local agencies use the National Health Education Standards as a basis for their own standards.

Front 22

- Core concepts
- Analyze internal and external influences
- Access information, products, and services
- Interpersonal communication
- Decision making
- Goal setting
- Self-management
- Advocacy

Back 22

National Health Education Standards (NHES)

Front 23

Meeting the National Health Education Standards.

K-12 students ________ standards when they demonstrate the ability to apply concepts and skills to keep themselves and others healthy and safe.

Teachers must _______ (get to know) the standards in order to help their students meet standards

Back 23

“meet”

Front 24

NHES 1: Core Concepts.

Learning the “functional knowledge” or key content of health education

Key content areas:

Back 24

Alcohol and other drug use
Healthy eating
Mental and emotional health
Personal health and wellness
Physical activity
Safety and unintentional injuries
Sexual health
Tobacco use
Violence prevention

Front 25

NHES 1: Core Concepts.

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Assessment criteria:

Back 25

- Provide accurate information.
- Show breadth and depth appropriate for grade level.
- Describe relationships between behaviors and health.
- Draw logical conclusions about connections between behaviors and health.

Front 26

NHES 1: Core Concepts.

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Assessment criteria:

Back 26

- Provide accurate information.
- Show breadth and depth appropriate for grade level.
- Describe relationships between behaviors and health.
- Draw logical conclusions about connections between behaviors and health.

Front 27

Guidelines for deciding what information is essential for students to acquire:.

Focus first on the important content areas identified in the text.

Build on what children already know and want to know.

Articulate health instruction within and across grade levels.

Integrate health instruction with other content areas in deliberate ways.

Identify functional knowledge that is truly essential for health promotion and disease prevention.

Back 27

NHES 1: Core Concepts.

Front 28

NHES 2: Analyze Influences.

Analyze influences on personal health practices:

Back 28

- Media
- Parents and family
- Peers
- Community
- Culture and peer norms
- Personal values and beliefs

Front 29

NHES 2: Analyze Influences.

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Assessment criteria:

Back 29

- Describe internal and external influences on health.

- Explain how internal and external influences can affect health decisions and behaviors.

- Describe how various influences can work for or against each other.

- Challenge influences in health-promoting ways.

Front 30

NHES 2: Analyze Influences.

A favorite standard of students.
Helps students consider “Why do we do what we do—especially when what we do isn’t always the smartest thing?”

Back 30

Internal influences:

Feelings, likes, dislikes, curiosity, moods, needs, values, fears and desires

External influences:

Friends, family, culture, technology, advertising, and the media

Front 31

Strategies Advertisers Use

Back 31

Bandwagon
Testimonials
Snob appeal
Fun and friendship
Just plain folks
Humor
Emotion
Statistics
Romance
Sex appeal
Cultural or group pride
Fear appeal
Exaggeration
Problem solvers
Repetition

Front 32

NHES 3: Access Information, Products, and Services.

- Differentiate accurate and inaccurate health information.

- Select valid and reliable health-promoting products and services.

- Access helpful people for accurate information.

- Identify trustworthy adults and professionals.

- Assess the accuracy and reliability of assistance for health-related problems.

Students will demonstrate the ability to access valid information and products and services to enhance health.

Assessment criteria:

Back 32

- Identify specific sources of health information, products, and services.

- Provide citations for sources, when required.

- Assess the validity and appropriateness of sources.

- Explain why the sources are valid and appropriate.

Front 33

NHES 3: Access Information, Products, and Services.

Closely connected to NHES 1.
Learning to access information is as important as learning the information itself.
Includes learning to identify, access, and evaluate health-enhancing products and services.
Questioning consumers ask:

Back 33

“Who says?”
“What are their qualifications?”
“Who benefits?”

Front 34

NHES 4: Interpersonal Communication.

- Use effective interpersonal skills with ____________
- Resist pressures from peers to engage in unhealthy behaviors.

- Communicate empathy and support for others.

- Manage interpersonal conflicts.

- Ask for assistance to enhance personal health and health of others.

Back 34

family, friends, and others.

Front 35

NHES 4: Interpersonal Communication.

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Assessment criteria:

Back 35

Use appropriate verbal and nonverbal communication strategies.
Use skills such as negotiation, refusal, and conflict management.
Use behaviors such as...

Eye contact
Clear “no” messages
“I” messages
Respectful tone
Body language
Attentive listening
Restatement of other points of view
Alternatives
Repeated refusals
Expression of needs, wants, and feelings

Front 36

Communication Skills.

Effective ____________ involves many skills that do not come naturally—they must be learned.

Good communication skills are important in the classroom, in relationships, and in the workplace.

Verbal communication skills include speaking and listening

Back 36

communication

Front 37

Speaking Skills

Speaking skills include the ability to clearly convey a message with

- “I” statements
* “I feel…when you…”
- Tone of voice
- Nonverbal cues
- Verbal communication
* Aggressive
* Passive
* Assertive, which includes...

Back 37

* Stating a position
* Offering a reason
* Acknowledging others’ feelings

Front 38

Listening Skills.

People feel good when they talk to a person who listens.

Listening skills include

Back 38

- Making eye contact with the speaker when appropriate.

- Giving nonverbal cues, such as nodding and facing the speaker.

- Paraphrasing what the speaker says.

- Asking appropriate questions.

- Giving feedback that is genuine and sincere.

- Responding in an empathetic manner.

Front 39

Adolescents report that they try risky behaviors because

* They believe their friends do
* They want to fit in
* They want to belong to a group

Resistance skills are important to counteract peer pressure and pressure from media messages.

Back 39

Peer Resistance/ Refusal Skills

Front 40

Research indicates teachers should

- Develop instructional activities to expose students to the kinds of social pressures they may encounter.

- Conduct these activities in the safe and controlled environment of the classroom.

- Supervise these activities in a nurturing way—before students actually are confronted with these pressures

Back 40

Teaching Peer Resistance/ Refusal Skills

Front 41

Videotapes, movie/tv clips, or role-plays are effective strategies.

A well-planned discussion and demonstration on how to get out of pressure situations and maintain positive peer relationships is important.

Begin providing opportunities to practice these skills around third grade

Back 41

Teaching Peer Resistance/ Refusal Skills

Front 42

Give an excuse or a reason.
- “I promised my dad I would be home after school.”

Avoid the situation or walk away.
- “I have to go—I’m supposed to be home in five minutes.”

Change the subject.
- “Let’s go play some basketball.”

Repeat the refusal.
- “I don’t want to.”

Recruit an ally—strength in numbers.
- “What would you do in this situation?”

Suggest alternatives.
- “Let’s call Sherry and see what she is doing.”

Back 42

Resistance Techniques

Front 43

Assess personal health practices and status.

Choose healthy alternatives over unhealthy ones (making choices).

Consider consequences to inform choices and decisions.

Overcome barriers to action.

Measure accomplishment in meeting health outcomes.

Back 43

NHES 5: Decision Making

Front 44

Students will demonstrate the ability to use decision-making skills to enhance health.

Assessment criteria:
- Identify a health-related problem or issue to be addressed.
- Examine possible alternatives and choices.
- Assess the positive and negative consequences of each choice.
- Decide on a health-enhancing course of action.
- Evaluate the results of actions taken.

Back 44

NHES 5: Decision Making

Front 45

Closely related to NHES 6 (goal setting).

Thinking through the steps to making a decision does not come naturally to children.

* Children are not developmentally prepared to demonstrate self-control, consider long-term consequences, abide by complex social rules, and use strategies and planning to move toward goals.

Back 45

NHES 5: Decision Making

Front 46

Students need well-structured opportunities to identify important issues inherent in the decisions they make.

When allowed to make their own decisions, students learn that
- Every choice is connected with a consequence.

- They will be held accountable for their choices.

Back 46

NHES 5: Decision Making

Front 47

Young children need opportunities to make choices, experience the consequences, and then talk about their choices and outcomes with adults.

Upper-elementary and middle school students can use a formal decision-making model as a means of organizing their thoughts.

Back 47

Teaching Decision Making Skills

Front 48

Problem
- Define the problem to be solved.

Alternatives
- List alternatives for solving the problem.

Pros and cons
- List the positive and negative consequences of each alternative.

Choose
- Make a choice and try it.

Evaluate
- How did it go? What would you do next time?

Back 48

Five-Step Decision Making Process

Front 49

- Define the problem.
- Identify a support group.
- List alternatives.
- Identify pros and cons.
- Eliminate alternatives.
- Rank-order the remaining alternatives.
- Try the chosen alternative.
- Evaluate the choice.

Back 49

Eight-Step Decision Making Process

Front 50

Assess personal health practices and status.

Make a plan for improving health.

Make a commitment to improve health.

Identify desired health practices and outcomes (personal goal setting).

Overcome barriers to action.

Monitor progress in achieving desired health practices and outcomes.

Measure accomplishment in meeting health outcomes.

Back 50

NHES 6: Goal Setting

Front 51

Students will demonstrate the ability to use goal setting to enhance health.

Assessment criteria:
- Make a clear and achievable goal statement that is health enhancing.

- Make a plan that includes logical, sequential steps.

- Identify and demonstrate ways to build support and deal with obstacles.

- Design a process to assess progress

Back 51

NHES 6: Goal Setting

Front 52

A goal is something a person would like to do, have, or be.

Goals can be short- or long-term.

Students need practice in identifying aims that are truly important to them.

Goals should be:
Observable
Measurable
Defined in manageable steps:
- How will a person know if the steps toward the goal are having the desired effect?

- What would real progress look like?

Back 52

NHES 6: Goal Setting

Front 53

Plan strategies for practicing health-enhancing practices.

Perform healthy practices.

Take personal responsibility.

Express intentions to engage in health-enhancing behaviors

Back 53

NHES 7: Self-Management

Front 54

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Assessment criteria:
- Self-management skills lend themselves to a checklist.

- Students should demonstrate the steps they have learned in the classroom.

Having students practice healthy behaviors is an important part of health education.

Self-management skills overlap with other personal and social skills, such as communication and decision-making.

This is the “doing” skill—the steps students actually take to keep themselves and others healthy and safe.

Back 54

NHES 7: Self-Management

Front 55

Declare positive beliefs about health-enhancing practices.

Educate others about health-enhancing practices.

Influence positive health practices of others.

Promote societal norms that are health enhancing.

Provide support for others.

Students will demonstrate the ability to advocate for personal, family, and community health.

Assessment criteria:
- State a clear, health-enhancing position.

- Support the position with facts, data, or evidence.

- Target the message to a particular audience.

- Show a strong conviction for the position

Back 55

NHES 8: Advocacy

Front 56

Effective health education lessons

- Are grounded in research and framed in theory.

- Include basic, accurate, and developmentally appropriate information.

- Incorporate interactive, experiential activities that engage learners.

- Provide students with the opportunity to practice relevant social skills.

- Examine the impact of social and media forces on health behaviors.

- Reinforce individual values and group norms that promote health-enhancing behaviors.

- Provide sufficient instructional time for students to gain information and practice skills.

Back 56

Planning Effective School Health Education

Front 57

Find ways to integrate the standards and content into a cohesive and manageable curriculum plan.

The Hawaii 8 X 8 planning framework is a good example.

Back 57

Working with the Big Picture in Mind

Front 58

Identify the desired healthy behavior outcomes.

- Where do we want to go?

Identify acceptable evidence of achievement.
- How can students show what they have learned?

Plan learning opportunities.
- How should we teach so that students learn best?

Working with a broad yearly plan, educators can develop a more detailed weekly scope (concepts and skills) and sequence (order) appropriate for their students.

Back 58

Yearly Planning

Front 59

Focus on intriguing questions that students want to answer.
- How would health be affected if people ate from only one part of the food guide pyramid all the time?

Inform students early about what they will learn and how they will be assessed.

Integration with other subject areas can be a valuable way to teach certain units.

Back 59

Unit Planning

Front 60

Lesson plans should include four major parts:

- Standards
- Assessment
- Learning opportunities
- Reflection

Back 60

Lesson Planning

Front 61

Select the standards and benchmarks/performance indicators that focus the lesson.

- Standards provide broad targets for the lesson.

- Benchmark/performance indicators give more detail about how the standard looks in practice and the purpose of the lesson.

- Can focus on one standard/ benchmark or several.

Identify the content areas students will use as contexts for learning the concepts and skills.

Identify the healthy behavior outcomes – the underlying reason for teaching the lesson.

Identify the theory of planned behavior constructs to be addressed.

Identify other objectives, if needed

Back 61

Standards

Front 62

Should be meaningful and significant for students—“authentic.”

Should be planned concurrently with teaching, rather than an afterthought.

Consider a diverse array of assessment strategies.

Meaningful assessment includes:
- A performance task—what students will do to show they meet standards

- Criteria—information to determine “how good is good enough”

Back 62

Assessment

Front 63

Avoid planning lessons by first choosing activities.

May need to rework or rethink favorite classroom activities to make a connection to standards and assessment plans.

Back 63

Active Learning Strategies

Front 64

Teachers may learn more from thinking, writing, and talking about their experiences than from the experiences themselves.

Questions to consider at the end of a lesson:
- What happened during my lesson?

- What did my students learn?

- What did I learn about my students and about teaching?

- How would I revise my lesson, and why, based on what happened today?

Back 64

Reflection

Front 65

Use visual aids.

Repeat key information.

Provide opportunities to practice interpersonal skills.

Use many approaches.

Use humor when appropriate.

Encourage questions.

Keep it simple.

Be concrete.

Find out the words and terms that students know, and use those to make connections.

Check how the communication is going.

Back 65

Strategies for Including Learners of Diverse Backgrounds,Interests, and Abilities

Front 66

Use a broad array of assessment strategies that allow students to demonstrate what they know, understand, and can do.

Involve students in assessment by making sure they understand and have a say in what is required from the beginning of a unit.

Involving students in the assessment process results in higher-quality work and minimizes misunderstandings.

Back 66

Assessing Student Work

Front 67

Rubric—a framework for evaluating student work.

Teachers and students can practice using a rubric by scoring a familiar activity.
- Example—your last movie experience

When developing rubrics, clearly distinguish categories and descriptions.

Back 67

Developing and Using Rubrics

Front 68

Classroom assessment should
- Promote learning

- Incorporate multiple sources of information

- Provide fair, valid, and reliable information

Steps in designing standards-based performance tasks:
- Select NHES and content areas

- Construct a “prompt,” or item for student response

- Determine criteria for success in terms of concepts (NHES 1) and skills (NHES 2-8)

Back 68

Designing performance tasks

Front 69

Portfolio assessment is a type of performance task.

Students select their best and most representative work to illustrate how they meet standards.

They can be completed with file folders, notebooks, display boards, electronically, etc.

Back 69

Portfolios

Front 70

Rubrics provide more thorough feedback than traditional grading systems (e.g., B+).

Teachers can give meaningful feedback by communicating with students on the rubrics.

Students benefit from having a genuine and informative conversation about their work.

It is valuable to assess quality of work over time.

Assessing student performance and providing feedback is important for learning

Back 70

Providing Feedback to Promote Learning and Skill Development