Heath Of Elem Sch Child. Chapter 4

Front 1

The main problem associated with direct instructional approaches is

Back 1

mixed signals from administration

Front 2

Which of the following is NOT a commonly used learning strategy?

Back 2

Learning Curve

Front 3

What is the most compelling reason to incorporate integrated instruction into classroom practice?

Back 3

consistency with life outside the classroom

Front 4

Which of the following is NOT listed as a recommendation for teachers when dealing with student health questions that might be controversial?

Back 4

refer questions to appropriate persons

Front 5

What should a teacher do if a student asks a question using inappropriate language?

Back 5

rephrase the question using proper terms

Front 6

All of the following statements are true about sound programming that engages parents EXCEPT

Back 6

Among children who are socioeconomically disadvantaged, learning does not increase or decrease when parents are engaged.

A) Achievement gains occur regardless of socioeconomic status, ethnic/racial background, or the education level of parents.

B) Children of engaged parents have higher grades and test scores, better attendance, and more consistently complete homework.

C) When parents do not participate in school events, children are more likely to fall behind in their academic performance

Front 7

Fishbone diagram activities are a form of

Back 7

Brainstorming

Front 8

WebQuests are best described as

Back 8

a series of classroom-based learning experiences involving use of websites

Front 9

The biggest barrier to the implementation of an effective health education agenda is parental unease with controversial issues. (T or F)

Back 9

False

Front 10

The use of direct instruction in the classroom encourages and reinforces the value of cooperative learning. (T or F)

Back 10

False

Front 11

In cooperative learning, students are responsible for the success of the group and of themselves. (T or F)

Back 11

True

Front 12

The most effective strategy for managing controversy in a school district is to anticipate the potential for a negative reaction. (T or F)

Back 12

True

Front 13

Engaging parents in the learning process positively influences academic outcomes and decreases the likelihood of student participation in health-risk behaviors. (T or F)

Back 13

True

Front 14

Evaluation of a health fair project needs to occur only after the health fair has been completed. (T or F)

Back 14

False

Front 15

Public tax funding tends to make health education programs and those who teach them susceptible to controversy. (T or F)

Back 15

True

Front 16

A school health advisory committee helps a school district manage controversy. (T or F)

Back 16

True

Front 17

Community collaboration is one of the National PTA standards for parental/family involvement. (T or F)

Back 17

True

Front 18

For the first health fair of the year, teachers should allow at least a week of preparation time. (T or F)

Back 18

False

Front 19

Elementary teachers must manage their time to accommodate effective instruction in all content areas. (T or F)

Back 19

True

Front 20

Middle school teachers have a defined time frame in which to deliver effective health education. (T or F)

Back 20

True

Front 21

Demands on time have a negative impact on the quality and time devoted to health instruction. (T or F)

Back 21

True

Front 22

Health education is often sacrificed due to time contraints. (T or F)

Back 22

True

Front 23

Given that instructional time is limited, the following content areas should be given priority

Back 23

- Promoting an alcohol- and drug-free lifestyle
- Promoting healthy eating
- Promoting mental and emotional health
- Promoting personal health and wellness
- Promoting physical activity
- Promoting safety and preventing unintentional injury
- Promoting sexual health
- Promoting a tobacco-free lifestyle
- Preventing violence

Front 24

Teachers must plan how to create a positive learning environment by cultivating safety, engagement, and inclusivity.

Feelings of “connectedness” provide a protective factor in helping prevent...

Teachers’ consistent, positive attitude toward students is the most important means of developing connectedness

Back 24

- Violence
- Suicidal thoughts
- Tobacco
- Alcohol and other drug use

Front 25

According to Purkey, teachers can develop connectedness by

Back 25

- Learning the name of each student as soon as possible
- Sharing feelings with students
- Practicing courtesy
- Arranging time to talk alone with each student
- Spreading attention around to all students
- Noticing and commenting favorably on things important to students
- Acknowledging students who return after being absent

Front 26

Icebreakers and inclusion activities help students connect with each other; examples include:

Back 26

- Clustering
- Whip Around
- Scavenger Hunt
- Boundary Breaking
- Four Corners
- What I Don’t Know About You
Snow Cones
Time to Move!

Front 27

Building a Positive Learning Environment. More activities include...

Back 27

- Greetings before school begins
- Positive letters and phone calls
- The Appreciation Activity
- Popcorn Appreciation
- Interviews
- Class picture inspection (for teachers)

Front 28

Many district curricula are developed around content areas and divide instruction into predetermined blocks of time.

Direct instruction is the most common approach in the United States and offers the following advantages:

Back 28

- Stakeholders are familiar and comfortable with it.
- The approach is consistent with courses of study, standards, and testing protocol of most states.
- Textbooks are readily available.
- Students are empowered with specialized information and skills.
- Secondary teachers are prepared as content specialists.
- All content areas are afforded a portion of formal instructional time.

Front 29

Learning activities that are applicable to diverse target audiences regardless of grade level or health issue.

Adaptable activities that can reach a range of students and be applied to the National Health Education Standards.

Activities that can be applied across the range of academic subjects.

Back 29

Instructional Activities with Many Uses

Front 30

Research confirms many positive benefits for students who participate in cooperative learning, including...

Cooperative learning groups are intentionally organized to include students with a range of abilities

Back 30

- Better attitudes toward learning
- Better retention
- Increased time-on-task and motivation

Front 31

Students are responsible for their own achievement and the achievement of the group.

Students depend on one another for rewards.

Cooperative learning groups have the following common characteristics:

Back 31

- Positive interdependence
- Face-to-face interaction
- Individual accountability
- Interpersonal and small-group skills
- Group processing

Front 32

Consist of an organized sequence of student-centered activities.

Allow students to be active and independent and to process information in the context of their own experiences.

Are located in a specific area of the classroom.

Display student work to stimulate thinking or reinforce creativity.

Expand or reinforce the formal curriculum.

Back 32

Learning centers

Front 33

- Organize resource materials.
- Encourage independent work.
- Individualize the pace of learning.
- Incorporate independent and collaborative activities.
- Supplement or reinforce basic instruction.
- Incorporate application of higher-order thinking skills and work in multiple learning domains.
- Combine a well-organized structure with freedom for independent thinking and creative expression

Back 33

Learning Centers

Front 34

Planning of learning centers should focus on the following elements:

Back 34

- Developmentally appropriate learning objectives or organizing concepts
- Directions for students
- Samples of previous work
- Media or computer applications
- Strategies for introducing and sequencing activities
- Evaluation protocol

Front 35

Provide opportunities to teach health concepts in a hands-on and creative way.

Should not be viewed as the foundation for direct health instruction.

Should be used to stimulate interest.

Back 35

Health Fairs

Front 36

Health fairs can be organized for elementary students by
- College students enrolled in health education classes.
- Junior or senior high health classes.
- Community health agencies.

Middle school or elementary students in upper grades can develop learning centers and organize a health fair for students in the primary grades.

Middle-grade students can organize a heath fair for parents and the local community.

Back 36

Types of Health Fairs

Front 37

Consider the following when planning a health fair:

Back 37

- Time to prepare and present to the public
- Facilities/location
- Supplies and equipment
- Publicity
- Administrative approval and invitations
- Bags/containers for collected materials
- Evaluation

Front 38

Before the health fair:
- Formal and intentional assessment during the planning and development process.

During the health fair:
- Participants can evaluate (formally/informally) the overall activity.
- Roving reporters can gather information about participant reactions to the event.

Following the health fair:
- Attendees can be sent a rubric or checksheet to indicate their reaction to the health fair and specific activities.
- The teacher can provide feedback to each group summarizing evaluation comments.

Back 38

Health Fair Evaluation Strategies

Front 39

Challenges of direct instruction include

Back 39

- Fragmentation of instructional time.

- The tendency to structure learning activities to fit time limits rather than the developmental needs or pace of learning of students.

- Fragmentation of concepts and information.

Front 40

Limitations of Direct Instructional Approaches include...

Back 40

Students must participate in learning experiences in which they practice making connections between and across issues.

Discipline-specific instruction can reinforce the value of competition.

A hierarchy of student performance emerges that influences academic performance, classroom climate, and student interaction in negative ways.

Front 41

Interdisciplinary Instructional Approaches include...

Back 41

Information, beliefs, and skills from more than one discipline are applied to a problem, topic, theme, or experience.

- Correlated health instruction
- Integrated health instruction

Front 42

Complementary, discipline-specific units of study or related disciplines that are brought together to answer common questions, solve problems, or address complex issues.

Disadvantages of correlated health instruction:

Back 42

- Resistance from stakeholders
- Scheduling problems
- Lack of teacher training and comfort
- Lack of clarity about assessment protocol
- Unintentional emphasis on one content area over another

Front 43

Insights from multiple discrete content areas contribute to thematic units of instruction

Back 43

Integrated instruction is consistent with life outside the classroom.

Time, resources, and assessment are all challenges to integrated instruction.

Interdisciplinary instruction approaches hold promise in addressing the complex health issues that students face

Front 44

Increasing evidence of the use of instructional technologies.

Computers provide access to challenging and enriching learning activities.

Computer-based technologies to enrich instruction include...

Computers offer a vehicle for exploring an exciting and sophisticated range of resources to enrich learning

Back 44

Internet
World Wide Web
Usenet newsgroups
Listserv mailing lists
Real-time online communication
WebQuests

Front 45

Authority with regard to the topic
- Who is responsible for the site?

Objectivity
- Is the purpose or the particular viewpoint of the site made clear to users?

Accuracy
- Is the information found on the site evidence-based?

Currency
- Is posted information up to date?

Usability
- Is the site well-designed and stable?

Back 45

Criteria for Evaluating Electronic Content and Resources

Front 46

Controversy, which arises from a conflict of values and beliefs, is inevitable.

School-based professionals are vulnerable to controversy because public tax dollars are their primary source of funding.

Controversy about school policies and practices takes two common forms:

Back 46

- Content and issues
- Proper parameters for implementation of the curriculum

Front 47

Implementation of coordinated school health programs can be a source of conflict.

Some health topics can evoke parental and public concern.

Focus on skill development in potentially controversial areas.

The best way to avoid controversy is to formalize open and effective communication among all invested stakeholders.

Back 47

Controversy

Front 48

The most effective way to avoid controversy is to anticipate the potential for a negative reaction.

Back 48

- Do your homework.
- Engage a broad base of planners.
- State goals clearly.
- Cultivate support networks.
- Identify articulate spokespersons.
- Create awareness within the community.
- Be positive.

Front 49

Districts that have school health advisory committees are far more likely to manage controversy successfully.

Administrative support is an absolute must.

Suggested strategies for school leaders if controversy arises:

Back 49

- Be able to communicate your goals positively and effectively.
- Listen and find common ground.
- Don’t get defensive.
- Keep supporters informed and involved.
- Step up an information campaign.
- Be honest and forthright.
- Respect differences.
- Remain positive.

Front 50

Teachers must translate district policy into practice.

District-approved textbooks offer little help with regard to controversial topics and developmentally appropriate information.

Teachers must be prepared to

Back 50

Create a safe and nurturing learning environment for all students about all subject matter.

Provide accurate and timely information about content areas.

Seek support of their administrators.

Front 51

Teachers must be prepared to answer student questions by

Back 51

- Knowing local district policies and curricular parameters.

- Affirming and clarifying questions.

- Separating personal emotions from their responses.

- Maintaining lines of communication.

Front 52

Answering Controversial Student Questions.

Requests for information:

Back 52

- If appropriate, then answer.

- If answer is unknown, develop a strategy for answering the question.

- If inappropriate, tell students of discomfort in answering the question.

- Try to find out the motivation for the question before answering it.

- Know local policies about responding to student questions about selected issues.

Front 53

“Am I normal?” questions

Back 53

- Generally focus on concerns about bodies and physical/emotional changes.

- Validate student concerns.

- Provide information about what students can expect as their bodies change, grow, and develop.

- Suggest students talk with parents, counselors, clergy, and other community resources for more information.

Front 54

Permission-seeking/personal belief questions

Back 54

- Avoid using the words normal or typical in answers.

- Morality often enters into these questions.

- Establish ground rules to emphasize that personal behavior is not open for discussion.

- Avoid sharing personal experiences with students if such information could be construed as permission to act in a similar way.

Front 55

Shock questions

Back 55

- Student vocabulary can be shocking.

- Reword the question, using proper terminology.

- Stay calm; avoid acting embarrassed.

- May need to remind students when questions are inappropriate or require a private conversation

The keys to controversy management lie in having a coordinated school health program and anticipating community response to curricular matters.

Front 56

Educators and politicians recommend increasing parent engagement in the academic lives of their children.

The National PTA has developed standards for parental/family involvement.

Back 56

Parental Engagement

Front 57

Benefits of Parental Engagement

Back 57

Higher achievement
- Regardless of SES, ethnic/racial background, or education level of parents

Higher grades and tests scores, better attendance, more consistently complete homework, higher graduation rates, and greater likelihood of postsecondary education

For low-SES children, learning levels similar to those of middle income children

Falling behind in academic performance more likely when parents are not engaged

Front 58

Parents and other significant adults can exert powerful influence over the health behaviors of young people

Back 58

The family and school contexts are among the most critical in reducing health risks.

When students perceive high expectations for school success, there is a decrease in health risk behaviors.

Feelings of warmth, love, and caring from parents reinforce healthy lifestyle choices.

Family connectedness has been identified as an influential factor.

Home environment plays an important role in shaping specific health risks.

The amount and type of communication between children and caregivers influences sexual risk.

Health behaviors of parents have been linked to the health risks of youth.

A sense of connectedness with their school exerts a protective influence over youth.

Front 59

Ways Parents Can Aid in Student Academic Success

Back 59

Managing and organizing children’s use of time

Helping with homework
Discussing school matters with children

Reading to and being read to by children


Teachers can support parental engagement by providing engaging and developmentally appropriate assignments

Front 60

Communication Tips for Parents and Teachers

Back 60

- Listen first; talk later.
- Communicate well or expect to fail.
- Give top priority to involving interested parties from the community.
- Be clear about setting high student standards.
- Show how new ideas enhance rather than replace old ideas.
- Educate parents about available choices.
- Help parents and others in the community understand how student progress is evaluated.