Creating Learning Experiences that “Speak” of Skill Development

1. Creating Learning Experiences that “Speak” of Skill Development Dr. Donna M. Videto, CHES Professor of Health SUNY College at Cortland

2. Who is speaking of skills??? • National Health Education Standards http://www.aahperd.org/aahe/pdf_files/standards.pdf • HECAT http://www.cdc.gov/healthyyouth/HECAT/index.htm

3. Who??? Continued • Health Behavior Theories & Models • http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf • Best Practices • http://promisingpractices.net/programs.asp

4. National Health Education Standards NHES

5. Health Literacy – Design Down

6. Skill-based Approach • Health Literacy shifts the focus from content-based to skills-driven • Learn, practice & apply skills successfully & often • Positive reinforcement & social supports needed • Enables youth to develop competence & confidence to apply health skills in the real world • Stresses assessment & accountability

7. Assessment & Teaching

8. Sample – Assessment & Teaching w/ skill development

9. Assessment Ideas • Demonstrate understanding of concepts & skills • Videotape projects, photo essay, scrapbook, PowerPoint presentations • Posters, advertisements, bumper stickers, pamphlets, banners • Puppet shows, skits & role plays, song, service learning • Story, log or journal, display, sculpture, storyboard • Advocacy campaigns, PSAs, letter writing

10. Other Assessment Tools • Checklists • Observation Forms • Questionnaires • Surveys • Interviews • Rating Scales • Attitude Scales

11. Teaching a Skills-based Approach Skill Pedagogy

12. Skill Pedagogy • Individuals learn a skill when clearly explained, broken into steps, modeled in a demonstration using all the steps in correct order • Examine examples • Practice in large & small group settings, receiving feedback from others

13. Skill Pedagogy • During skill practice, allow time for constructive feedback & discussion w/others • Reduce threat of failure • Multiple opportunities to adapt, personalize, & shape a skill as they learn it

14. Skill Pedagogy • Over practice until automatic • Increase difficulty & complexity • preplanned/predictable to challenging • Provide internal & external rewards • Positive transfer to real life more likely if practice is similar

15. Focus on assessing the skills From the 2006 NHES

16. 2006 NHES: PreK- 12 Performance Indicators at preK-2, 3-5, 6-8, & 9-12

17. NHES Skills • 1. Comprehend Core Concepts • 2. Analyze Influence of Family, Peers, Culture, Media, Technology • 3. Access Valid Information, Products, & Services • 4. Interpersonal Communication Skills

18. NHES Skills Continued • 5. Decision Making • 6. Goal Setting Skills • 7. Practice Health-Enhancing Behaviors (Self-management) • 8. Advocacy

19. Health Education Standard 1 • NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. • CC Core Concepts • Linked to important content areas • Work will demonstrate functional knowledge • Integrate with other content areas & other disciplines • Assessment Criteria – accuracy, comprehensiveness, relationships between concepts, conclusions drawn

20. Assessing the Student - CC • Did student show facts that were correct? • Did student cover the important information? • Did student show real understanding? • Did student show relationships? • Can student provide some new ideas based on what was learned (draw conclusions)?

21. Assessing Health Literacy • HECAT • Alcohol & Other Drugs • Healthy Eating • Mental & Emotional Health • Personal Health & Wellness • Physical Activity • Safety • Tobacco • Sexual Health • Violence Prevention

22. Health Education Standard 2 • NHES 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. • INF Analyzing Influences • Analyze media, parent, family, and community influences on personal health practices • Analyze influence of cultural, peer norms, personal values, and beliefs on personal health practices

23. INF – Assessing the Student • Did the student show lots of different ways external influences affect health choices that people make? • Did the student show the inside feelings people have when making health choices (internal influences)? • Did the student think about why different things affect the health choices people make?

24. Health Education Standard 3 • NHES 3: Students will demonstrate the ability to access valid health information and products and services to enhance health. • AI Accessing Information • Ability to access and select valid health information & health promoting products & services • Demonstrates evidence that appropriate sources have been accessed

25. AI – Assessment Criteria • Differentiates accurate from inaccurate health information • Access helpful people for accurate information • Identify trusted adults and professionals • Assess the accuracy and reliability of assistance for health-related problems

26. AI – Assessing the Student • Did the student show where they got their information from? • Did the student show why this was a good way to get correct information? • Did the student use a variety of sources? • Did the student show why the sources are good? • Did the student look hard to find the best source? • Did the student show that they know where to go to get help to solve problems?

27. Health Education Standard 4 • NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. • IC Interpersonal Communication • Evaluates the student’s ability to use effective interpersonal communication skills with family, friends, and others (effective communication examples - use of “I” message, eye contact)

28. IC – Interpersonal Communication • Resist pressures from peers to engage in unhealthy behaviors (resistance skills, clearly say “no,” walk away, etc.) • Communicate empathy and support • Manage interpersonal conflicts • Ask for assistance to enhance health (self and others)

29. IC – Assessing the Student • Did the student show positive interaction between people? • Did the student show how both sides feel? • Did the student show respect? • Did the student use appropriate language?

30. NHES 4: IC Continued • Did the student avoid put downs? • Did the student show some specific strategies (“I Statements” & refusals)

31. Health Education Standard 5 • NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health. • Assess personal health practices • Choose healthy alternatives • Consider consequences and overcome barriers to action • Measure accomplishment in meeting outcomes

32. DM – Assessing the Student • Did the student show the steps for making a good decision? • Did the student show that he/she thought about many choices? • Did the student select a choice that was healthy for him/her?

33. Health Education Standard 6 • NHES 6: Students will demonstrate the ability to use goal setting skills to enhance health. • Assess personal health practices and status • Make a plan and commitment for improving health • Identify desired health practices & outcomes

34. GS – Goal Setting • Monitor progress in achieving desired health practices and outcomes • Measure accomplishment in meeting health outcomes • Did the student develop a plan to reach a specific goal? • Did the student make a plan that was complete? • Did the student document progress in achieving the goal?

35. Health Education Standard 7 • NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • SM Self-Management • Focuses on actions or behaviors that help stay healthy & safe & take appropriate action if injured. • Demonstrate ability to reduce health risks & practice health enhancing practices in areas such as stress management, safety, first aid, exercise, nutrition & personal hygiene.

36. SM – Assessment Criteria • Steps or health actions presented are: • Health-enhancing • Complete • In the correct order (first aid, use of safety belts) • Healthful personal behavior • Perform healthy practices • Take personal responsibility • Express intentions to engage in health-enhancing behaviors

37. SM- Assessing the Student • Did the student show the correct steps to take in an emergency? • Did the student show actions that avoid risks and keep them safe? • Did the student show that he/she knows what habits are healthy? • Did the student show many ways to keep stress from making him/her unhealthy?

38. Health Education Standard 8 • NHES 8: Students will demonstrate the ability to advocate for personal, family & community health. • AV Advocacy • Clear health-enhancing stand, declare positive beliefs about health-enhancing practices • Educate, influence, or support others regarding health-enhancing practices • Directed to others, shows audience awareness • Promote societal norms that are health enhancing • Passion/conviction demonstrated

39. Assessing the Student - AV • Did the student show that he/she believes in the health message? • Did the student show that he/she understands what the message is for? • Did the student have really good reasons to show why the message is good for one’s health? • Did the student have complete and correct information?

40. Skills… • In order to determine if we are on the road to achieving the PIs & Standards – we assess the development of the skills • Foundation of standard-based education – assessment of skills, abilities and orientations

41. 2006 NHES – 8 Standards • 8 Skills • CC Core Concepts • INF Analyzing Influences • AI Accessing Information • IC Interpersonal Communication • DM Decision Making • GS Goal Setting • SM Self Management • AV Advocacy

42. Creating Skill-based Learning Experiences in Health Educationgetting started…..

43. Developing Instructional Objectives Learner-centered instructional objectives (in the beginning…)

44. Developing Objectives • Learner-centered Objectives • Focus on what key skill, attitude or knowledge that you hope the student will obtain, embrace, defend, obtain, develop by the time they leave your class that day. • Cognitive domain, attitude/value domain, skill/practice domain • What the student should be able to do after completing a learning experience • What is the point of having a class that day…..NOT what teaching ideas or strategies are you using that day • What is the objective for the learner, not for you the teacher….

45. ABCCC • Audience • Behavior • Content/skill • Condition • Criteria*******

46. ABCCC • A = The Audience (the student will – singular in nature) • B = Observable behavior reflective of the domain of emphasis • C = Content/Skill (skill or content area) • C = Condition under which it will occur • C = Criteria (measurable, observable, age appropriate, appropriate to the lesson, complex) • Needs to be (or imply) numerical or quantitative for assessment purposes

47. Developing Objectives Continued • What the student should be able to do (skill) or know (content) or have (attitudes) after completing a period of instruction (a task, an activity, a lesson or a learning experience) • What is the point of having a class that day…..NOT focused on theteaching ideas or strategies you are using that day

48. Sample Objective • With an open textbook, the student will write a balanced menu for one day that includes the correct number of servings from their personalized food guide pyramid (mypyramid.gov). • A = student • B = write • C (content) = nutrition/food guide pyramid • C (condition) = open textbook • C (criteria) = one day/correct number of servings

49. ABCCC Sample • After listening to the speaker on self-protection, the student will develop a pamphlet on child abuse that identifies at least five signs and symptoms of physical abuse. • A = student • B = develop • Content = personal safety/self-protection • Condition = after listening to speaker • Criteria = five signs and symptoms

50. Standard, Performance Indicator to Objective • NHES #1: Students will comprehend concepts related to health promotion & disease prevention to enhance health. • PI (3-5): Describe ways to prevent common childhood injuries & health problems. • ABCCC: Upon completion of the lesson, the student will describe three actions one could take to prevent the spread of a cold.