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42 Cards in this Set

  • Front
  • Back
BEHAVIOR MODELING
A technique in which desired behavior is shown to learners. The behavior can then be analyzed and studied. Learners may practice the behavior and are given feedback. This technique is often used in learning interpersonal skills. This is particularly appropriate when faculty want to point out how to handle stressful situations.
BRAINSTORMING
A technique used to generate ideas. Usually the first phase generates a spontaneous flow of ideas, which are not evaluated. These are more carefully analyzed after all ideas are explored. A group, to generate a number of ideas offering any solution to a problem that comes to mind, no matter how extreme best uses this. It attempts to generate ideas quickly and in large quantity by the free association of ideas. These procedures should be followed:

1) Encourage a free flow of ideas no matter how far out; permit freethinking
2) Do not permit critical judgments, negative comments, or evaluation
3) Restate the problem and start sorting out and refining ideas
4) Evaluate the ideas objectively and narrow them to one or more solutions
5) Summarize and assign responsibilities
BUZZ GROUPS
A cooperative learning strategy where a group of students (4-8) discusses a specific problem or concept for a designated time frame (3-5 min). Each group selects a chairperson to keep the group on topic, a recorder to write key points, a reporter who presents comments/findings, and a facilitator who tries to include everyone in the discussion.
CASE STUDY
A technique in which a written or oral account of a situation is given to learners. They are asked to read the case and present recommendations individually or in groups. This enables students to discuss and apply their knowledge to real life situations (i.e. serving alcohol at school parties.)
CHARTS AND RECORDS
Charts and records are lists, graphs or other visual depictions of phrases, ideas, behaviors, voting records, etc. dictated by children and recorded on the blackboard or sheets of paper. It is usable as a way to identify and/or tally questions, answers, voting, or interest about a particular topic.
COACHING
A technique using a one-on-one process with intensive feedback and practice to help a learner master a particular skill. This could be used to help students develop increased cognitive or psychomotor skills.
CONSTRUCTION ACTIVITIES
Construction activities involve students in preparing representative items using paper, wood, cardboard, glue, crayons, fabric, etc. Construction activities may be individual or group oriented and can involve little or much planning and execution.
CREATIVE ACTIVITIES
The free expression of children’s thoughts, ideas, and feelings through such media as stories, poems and verses, dramatic plays, murals, and other creative activities. Such creative activities may be useful and productive in expressing exciting, sad, or difficult emotions.
CRITIQUE
A technique in which learners analyze the strengths and weaknesses of a subject/topic and then make suggestions to improve it. This technique can be used when students are presented with articles for research or editorials on issues in today’s society.
DEBATE
A technique in which two or more participants defend opposite sides of an issue with the purpose of winning an argument by presenting all aspects of an issue. This is an active technique where students can develop both analytical and presentation skills as they investigate a timely topic.
DEMONSTRATION
A technique in which learners observe the performance of a task or procedure, either live or videotaped, by teachers, students or others. Demonstrations are methods that help make abstract descriptions and ideas more concrete and meaningful by including the visual, tactile, and auditory senses. Demonstrations are helpful in improve the teaching process for kinesthetic learners.
DISCUSSION
A technique in which an exchange of ideas occurs around a topic. This technique actively involves students in any topic of choice and encourages more participation from learners when they feel their opinions are valued. Discussion may be successfully used when addressing emotionally sensitive issues or attempting to ascertain the general perceptions of the group.
DRAMATIC PLAY
Dramatic play is an informal, spontaneous, natural way for children to act out what they have been reading, discussing, or seeing. Props may be provided to enhance or stimulate the direction of such dramatic play.
DRILL
A technique which uses repetitive practice to increase efficiency or to aid retention. This could be used in situations where information needs to be memorized or specifically ordered or behaviors need to be performed automatically or without error.
EXPERIMENTS
Experiments are procedures that use the scientific method to test suggested truths or to illustrate known truths. They are used to solve problems or identify information. They differ from demonstrations because the techniques employed are more exacting and precise, and controls are used to ensure valid results. The sequential steps may include some or all of the following:

1. Define the problem to be solved or the hypothesis to be tested
2. Select the methods of procedure to be used
3. Identify and assemble the necessary materials
4. Conduct the experiment
5. Collect and record data
6. Select, organize, and interpret the data
7. Prepare conclusions
FIELD TRIP/EXCURSION
Field trips can be used so students can actually see a particular environment or individual. The learners’ experience is carefully planned so that learners can observe and analyze situations. Field trips are designed to enrich the teaching process through meaningful observation. Field trips may be limited to the immediate facility or neighborhood, or they may be more distant journeys.
GAMES
An exercise in which competition or cooperation (or both) are used to enhance material, principles or concepts previously learned. Games can be used to support a positive change in attitude or behavior, or help students master material or identify solutions to problems.
ILLUSTRATED PRESENTATIONS
Illustrated presentations are activities whereby teachers present aspects of a topic using visual materials such as charts, models, pictures, and specimens. Exploration, discussion and questions about the visuals and the concepts should be encouraged.
INSTRUMENTS
Learners complete individual questionnaires, worksheets or checklists to gain insight about themselves or the group as a whole or to explore a selected topic. Instruments help students perform self and group analysis and develop in more in-depth observation skills.
INTERVIEW
Learners are given an opportunity to either interview or question a resource person or to observe someone else questioning such a resource person, either live or on videotape. This activity will give students first hand contact with key resource personnel in a given field.
LECTURE
A prepared oral presentation by a qualified “expert” on a specific topic. This can be done in person or on videotape if the expert isn’t immediately available. It is a way of bringing outside expertise into the classroom to supplement your own expertise. Your class “lectures” may be considered expert presentations if you have done research, analysis or synthesis of cognitive material.
PANEL DISCUSSION
A discussion of experts or knowledgeable personnel takes place while learners observe. Usually questions are asked before, during or after a formal presentation by the panel. This provides students with the opportunity to see several viewpoints and the interaction between different people as they discuss relevant topics.
PLAYS/SKITS
Plays/skits are formal dramatic presentations having prepared scripts and involving memorization of dialogue. Plays/skits are carefully prepared and rehearsed to illustrate particular principles or concepts. They may serve as culminating activities with presentations made to parent groups or school assemblies. Depending on the topic they may require some debriefing.
PROBLEM SOLVING
Problem solving is an important and practical teaching method used in the development of pupil decision making. It is a general process whereby children learn to solve personal, community or global problems through the use of the scientific approach, investigation, reasoning, and reflective thinking. They learn to differentiate facts from fiction and truths from myths or superstition.
PUPPET SHOW
Using puppets in a planned or spontaneous manner allows practice of beneficial behaviors, topical concepts and communication skills. Children, as spectators and as participants enjoy these experiences. Puppets may be used to affect attitudinal and behavioral pupil changes.
QUESTIONS AND ANSWERS
Questions and answers may introduce a curricular area, be used during the presentation of a unit or lesson, or serve as a review or summary of a class discussion. The best results are obtained when careful thought, planning, and organization are given to creating questions which require reflection, analysis and thought and will enhance the teaching/learning process.
QUESTION BOX
Children may be reluctant to ask questions in class because they fear embarrassment or for other reasons. Having a receptacle of some kind available in which pupils may anonymously place questions of interest or concern can solve this situation. A question box may be especially appropriate when sensitive topics are being considered.
QUIZ/TEST
Quizzes or tests are methods of teaching/learning when used for review, practice or the evaluation process. Tests and quizzes can be oral, written, or performance based. They serve to motivate learning and are important in the instruction program as a measurement tool. They have limitations as they tend to measure only the cognitive knowledge acquired by pupils.
READING
Learners may be assigned materials to read in order to cover content or to research information, issues or problems related to the content area. Reading can enhance cognitive learning but is most effective when used in conjunction with other methods.
REFLECTION
Learners are asked to process material read, heard or seen and to think about application of the material. Reflections are often written in journals or discussed in groups as students process and reflect, over time, about their knowledge base, personal perspective, changing views, etc.
REPORTS, INDIVIDUAL AND GROUP
Individual and group reports are methods whereby individual pupils or groups of pupils make oral or written reports about assigned or special interest topics. They involve critical reading and analyses, research, independent study, interviews, investigations, and/or field trips. Reports may include panel/forum presentations or independent presentations.
RESOURCE PEOPLE—GUEST SPEAKERS
The use of community resource people who are experts in their chosen fields enriches instruction by providing a different perspective, experiential background and expertise. Resource people or guest speakers who are invited to classrooms should be made aware of the grade level of the class, the current topic/content material covered before and after the speaker, the level of speech and vocabulary used in class, the availability of audiovisual aids, the previous use of demonstrations, experiments, and illustrations within this topic or concept, and whether children will have previously prepared and/or are allowed to ask questions of the speaker.
ROLE PLAY
Learners enact a situation in order to try out new skills or apply material covered. Often used to practice communication or interpersonal skills, or when looking at alternative ways to deal with situations in which students may be placed. Role playing, although spontaneous and unrehearsed, is more formalized than dramatic play with a predetermined focus and assigned roles.
SELF-TESTS
Self-tests are a series of teacher-prepared, easily answered questions that help stimulate discussion about a particular topic. The number and difficulty of questions vary depending on the purpose of the test and the grade level. Not given for grading purposes, they immediately elicit participation and thinking about the lesson. They are used to initiate units and determine class activities.
SHOW AND TELL TIME
Show and tell is an opportunity for children to use verbal communication skills to tell about excursions, incidents, or situations pertaining to the current topic. Children may also have specialty items pertaining to the topic being covered in class, that they may able to bring to school to share with the class.
SIMULATION
Simulations may be an extension of a role-play where time is compressed, adding an urgency to decision-making situations. The learning environment is set up to allow learners to practice a task under conditions mimicking real life situations and often includes actual equipment or other props. Simulations are debriefed helping students transfer learning, make generalizations, and express reactions.
STORIES AND STORYTELLING
Stories and storytelling can be used to initiate a unit in health, or they may be part of the ongoing activities. They help stimulate questions and answers. Stories can be used to help children identify and define abstract qualities such as fear, honesty, truth, courage, etc. Stories can also be used to explain real life situations, responsibilities and various careers.
STUDY GUIDES
Study guides are a succinct means of providing or highlighting important points for the learner. Study guides are often valuable tools for reviewing complex material. They may help students pinpoint areas on which they should focus and provide one way to assess learning material.
SURVEYS
Surveys are procedures in which students use checklists, questionnaires, opinion surveys, interviews, etc. to collect information about the nature and extent of pupil or community behavior, problems, or interests. Resulting information data can be used to determine patterns or trends or develop solutions.
VALUES CLARIFICATION
Values clarification involves a series of strategies or methods for helping students learn about and review their own, as well as society’s values. Although it is often useful to accept students’ value statements non-judgmentally, values clarification theory does not require the teacher to accept all student statements in that manner. Nor does it suggest that teachers cease acting as moral leaders. When using this method, teachers should help students learn to think through personal values and understood what it takes to live a committed, value-directed life.
VISUALIZATION/MENTAL IMAGERY
VISUALIZATION/MENTAL IMAGERY
Visualization is a technique used to relax learners, have them imagine how a particular skill or task would be performed, or mentally place themselves in a specific scenario. This method is often used to replace psychomotor practice or for stress relief.
What are the Content Areas of Health Education?
1. Growth and Development
2. Mental and Emotional Health
3. Community Health/Environmental Health
4. Nutrition
5. Family Life or Family and Social Health
6. Consumer Health
7. Personal Health
8. Chemical Substance Use and Abuse
9. Accident/Injury Prevention and Safety
10. Health Promotion/Disease Prevention