“Cross the Line” and “Jigsaw” Content Area: AOD

“Cross the Line” and “Jigsaw” Content Area: AOD Clara Heverly, Cathy Smrekar, Jill Stewart

AOD Content Descriptors • 1. Short-Term and Long-Term Benefits and Risks of Medicinal Drugs • 1.1 Risks of dependence and addiction (MS, HS) • 1.2 Physical, social, and emotional effects of AOD use (MS) • 1.2 Importance of taking medicines as prescribed (dosage, duration, need for food) (HS) • 1.3 Necessity of using caution in taking multiple medicines (HS)

AOD Content Descriptors • 2. Short-Term and Long-Term Effects of AOD Use • 2.1 Risks of dependence and addiction (MS, HS) • 2.2 Physical, social, and emotional effects of AOD use (MS, HS) • 2.3 Signs and behaviors of AOD use (MS) • 2.4 Effects of binge drinking (MS, HS) • 2.5 Effects of inhalant use (MS,HS) • 2.6 Effects of marijuana use (MS,HS) • 2.6 Effects of steroid use (HS) • 2.7 Effects of use of other smoked illicit drugs (MS, HS) • 2.8 Relationship between AOD use and transportation injuries (MS,HS) • 2.9 Relationship between AOD use and other injuries (MS,HS) • 2.10 Relationship between AOD use and sexual behaviors (MS,HS) • 2.11 Relationship between AOD use and mental health (MS,HS) • 2.12 Benefits of not using AOD (physical, social, emotional, legal, financial) (MS)

AOD Content Descriptors • 3. Positive and Negative Influences on AOD Use • 3.1 Pressures to use (MS,HS) • 3.2 Internal influences (MS,HS) • 3.3 Family influences (MS,HS) • 3.4 Peer Influences (MS,HS) • 3.5 Cultural influences (MS,HS) • 3.6 Legal Factors (MS,HS) • 3.7 Influences on different levels of AOD use (MS,HS)

AOD Content Descriptors • 4. Healthful Choices about AOD use • 4.1 How to accept personal responsibility for choices about AOD use (MS,HS) • 4.2 How to make a personal commitment not to use (MS,HS)

AOD Content Descriptors • 5. Communicating healthful choices about AOD use • 5.1 Effects and consequences of other non-medicinal drug use (MS) • 5.1 Ways to refuse alcohol and other non-medicinal drug use (HS) • 5.2 How to get help for self and others (MS, HS) • 5.3 How to deal with pressure to use (MS, HS) • 5.4 How to encourage others not to use (MS,HS) • 5.5 Techniques to refuse to ride with someone who was been using AOD (HS)

JIGSAW!! Encouraging Individual Responsibility

What is Jigsaw? • In groups or teams, students have the individual responsibility to learn a specific aspect of the lesson • The lesson is organized by the teacher ahead of time • The class members then teach that concept to their team while their teammates take notes. • Discussion is encouraged throughout the activity • Emphasis is placed upon each person in the group becoming an expert in his/her particular area

How is it used? • Students are broken up into “home groups” • Within their groups, students are given a specific aspect of the lesson • The students go off on their own to become an expert on their concept • They then return to their “home group” to teach their other teammates what they learned and to learn from the other experts

Advantages • Offers individuals the opportunity to take responsibility for their learning • Offers a variety of teaching styles within the classroom • Allows students to have a greater chance of retaining information.

Disadvantages • If used incorrectly, students can become overwhelmed or disunited • Possible misinformation from one expert to their group members • Lack of participation by one student will cause other students’ learning to suffer

Suggestions for Use • Can be used for any topic • Can be used for both MS and HS • Used at beginning of the lesson • Students learn from peers before getting further instruction from teacher

Materials & Management • Materials • Articles about each drug • Worksheet of questions about the articles for students to use to teach their peers • Break up class into home groups • Assign each student in the groups to a different drug • Have the students move into their expert groups to learn about the drugs and answer the questions • Bring students back to their home groups and have each one teach the group about their topic

Cross The line! Combining Reflection With Movement

Cross the line if you agree with the statement • If you are neutral about the statement, stand on the line • If you disagree with the statement or don’t feel comfortable answering, stay where you are

What is Cross the Line? • A line is designed that divides the room in half • Students are invited to move to either side of the line • A “Cross the Line..” statement is read by the teacher • Students are given a moment to think or reflect, then cross the line if the statement applies to them or stay in the same position if it does not • The statements can be content area based, opinions, or feelings

How is it used? • Have students stand in a line behind a line of tape on the floor • Explain that students do not need to express their opinions/feelings if they do not feel comfortable • Read the statements and have the students either stay in place or cross the line depending on their feelings toward the statement

Advantages • Gets students out of their seats • Simplistic ways to assess students ideas, opinions, or knowledge • Fun, active, and non-threatening

Disadvantages • Intimidation to cross the line or not due to peer pressure • Students can be afraid to express their own opinions • Teacher-made statements may not always be effective

Suggestions for use • Can use it at the beginning or end of a unit • Can use it at any grade level (change statements accordingly) • Give students the opportunity to share what they think and see what their peers think

Materials & Management • Materials • “Cross the Line” statements • Tape • Have the students form a line behind a line on the floor • Read the statements aloud and have students either cross the line, stay stationary, or stand on the line according to their feelings about the statements

References • CCSSO-SCASS Health Education Assessment Project (2006) Assessment tools for school health education. ToucanEd Inc.; Santa Cruz, CA. • Duncan, L.C. and Eckert, C. (2006) Strategies to inspire learning-voices from experience. Teaching Concepts; Downingtown, PA. • Inhalants. (2012, March). NIDA for Teens, Retrieved from http://teens.drugabuse.gov/facts/facts_inhale2.php • Marijuana. (2012, March). NIDA for Teens, Retrieved from http://teens.drugabuse.gov/facts/facts_mj1.php • Prescription drug abuse. (2012, March). NIDA for Teens, Retrieved from http://teens.drugabuse.gov/facts/facts_rx1.php • Stimulants. (2012, March). NIDA for Teens, Retrieved from http://teens.drugabuse.gov/facts/facts_stim1.php

“Cross the Line” and “Jigsaw” Content Area: AOD