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Planning and Implementing Skills-Based Health Education

Planning and Implementing Skills-Based Health Education. Mary Connolly. Agenda. About Mary Goal of Skills-based health education National Health Education Standards, Achieving Literacy Standards Performance indicators. Planning Skills Based Health Education Teaching the skill Procedure

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Planning and Implementing Skills-Based Health Education

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  1. Planning and Implementing Skills-Based Health Education Mary Connolly

  2. Agenda • About Mary • Goal of Skills-based health education • National Health Education Standards, Achieving Literacy • Standards • Performance indicators • Planning Skills Based Health Education • Teaching the skill • Procedure • Assessing skills • Formative tools • Summative tools • Lesson plans • Unit plans • Sample performance task • Wrap up

  3. About Mary • Health educator for over 30 years • Served on the committee that revised the National Health Education Standards • Health education consultant • Professor • Cambridge College • Curry College • Writing a text for Jones and Bartlett titled, Skills-Based Health Education

  4. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence Goal of skills-based health education is to help students develop and maintain healthy behaviors by increasing knowledge and skill and decreasing risk factors.

  5. Increase knowledge and skill Decrease risk factors

  6. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence National Health Education Standards* • Achieving Literacy • Introduction • Standards • Access and Equity Principles • Assessment • Background on Standards Development

  7. National Health Education Standards* • Standards • Standard 1- Concepts • Standard 2 – Analyzing Influences • Standard 3 – Accessing Information • Standard 4 – Interpersonal communication • Standard 5 – Decision-making • Standard 6 - Goal setting • Standard 7 – Practicing healthy behaviors • Standard 8 - Advocacy Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence

  8. Standards, J. C. (2007). National Health Education Standards, Second Edition, Achieving Excellence. Atlanta: American Cancer Society.p24 National Health Education Standards – The framework for planning • Standard 1 – • Basic health concepts and functional health knowledge from the Common Health Education Content Areas. • Standards 2 - 8 • Skills that give students the confidence to cope with life’s challenges in a healthy way.

  9. Connolly, M. (2010) Skills-Based Health Education. Boston, Jones and Bartlett National Health Education Standards Standard 2-Analyzing Influences Standard 3-Accessing Information Standard 4-Interpersonal Communication Standard 1-Content Standard 5-Decision Making Standard 6-Goal Setting Standard 7-Practicing Health Behaviors Standard 8-Advocacy

  10. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence Performance Indicators • Accompany each standard and clarify what a student should know and do for each grade span. (PreK-2, 3-5, 6-8, 9-12). • 1.5.4 Describe ways to prevent common childhood injuries and health problems. The 4th performance indicator in the 3-5 grade span. Standard 1 Grade span 3-5

  11. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence National Health Education Standards • Performance indicators • Are the foundation of assessment • Example • 1.8.3 Analyze how the environment affects personal health • Ask, “What can my students do to show me they are proficient at analyzing how the environment affects personal health?”

  12. Connolly, M. (2010) Skills-Based Health Education. Jones and Bartlett Performance Indicators are Based on Bloom’s Taxonomy Bloom’s Taxonomy Performance indicators • are developmentally appropriate for each grade span. • include all six levels of Bloom’s original taxonomy of the cognitive domain.

  13. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence If students demonstrate proficiency in all the performance indicators for each grade span, there is greater likelihood that they will adopt and maintain healthy behaviors.

  14. Planning Skills-Based Instruction

  15. Mary Connolly, Health Education consultant Although each skill is distinct with it’s own set of performance indicators, the planning procedure is the same for all.

  16. Standards, J. C. (2007). National Health Education Standards, Second Edition, Achieving Excellence. Atlanta: American Cancer Society. p14 Teaching the Skill • Discuss • The importance of the skill. • Why the skill is relevant to the health and well-being of the student. • How the skill is related to the other skills. • Access information (S2) to make healthy decisions (S4) • Understand internal and external influences (S3) that affect setting a goal (S6)

  17. Standards, J. C. (2007). National Health Education Standards, Second Edition, Achieving Excellence. Atlanta: American Cancer Society. p14 Teaching the Skill 2. Explain the steps to reach proficiency. • Varies with each skill • Determined by the performance indicators 3. Show the students what the skill looks like in action. 4. Provide adequate time for the students to practice 5. Utilize formative assessments during practice to provide feedback and encouragement

  18. Planning Procedure • Access risk behavior data • Analyze the data • Determine student need • Choose a skill performance indicator that best addresses the need. • Choose the Standard one performance indicator that best addresses the need. • Design the performance task. • Develop unit lesson plans. Mary Connolly, Health Education Consultant

  19. Mary Connolly, Health Education Consultant Access Available Risk Factor Data • Federal data • Youth Risk Behavior Survey • http://www.cdc.gov/HealthyYouth/ • Other valid and reliable sources (S3) • State data • YRBS • Other • District data • Community data

  20. Mary Connolly, Health Education Consultant Analyze the Data* • Table 102 of the YRBSS • Sunscreen • Which grade level/sex should be targeted for sunscreen instruction? • Tanning beds • Which grade level/sex should be targeted for instruction?

  21. Eaton DK, K. L. (2005). Youth risk behavior surveillance-United States. Retrieved October 1, 2010, from Sun-Protective Behavior Rates: http://www.cdc.gov/cancer/skin/statistics/behavior.htm Analyze the Data • YRBS (2006) • 15.9% of girls routinely stayed in the shade, wore long pants, wore a long-sleeved shirt, or wore a hat that shaded their face, ears, and neck. • 20.5% of boys routinely stayed in the shade, wore long pants, wore a long-sleeved shirt, or wore a hat that shaded their face, ears, and neck.

  22. Mary Connolly, Health Education Consultant Determine Student Need • Students need to be protected from UVB and UVA rays. • Sun • Tanning devices

  23. Choose a Skill • Select a skill performance indicator that best addresses the need. • 8.12.2 (Advocacy) Demonstrate how to influence and support others to make positive health choices. Mary Connolly, Health Education Consultant

  24. Infuse Content • 8.12.2 Demonstrate how to influence and support others to make positive health choices. • Demonstrate how to influence and support others to make the positive health choices such as using safety strategies to avoid UVB and UVA exposure. Mary Connolly, Health Education Consultant

  25. Choose Standard 1 Performance Indicator • Choose the Standard one performance indicator that best addresses the need. • 1.12.5 Propose ways to reduce or prevent injuries and health problems. Mary Connolly, Health Education Consultant

  26. Infuse Content • 1.12.5 Propose ways to reduce or prevent injuries and health problems. • 1.12.5 Propose ways to reduce or prevent injuries and health problems that result from UVB and UVA exposure Mary Connolly, Health Education Consultant

  27. Design the Performance Task* • State the infused Standards • 1.12.5 Propose strategies to reduce or prevent injuries and health problems that result from UVB and UVA exposure • 8.12.2 Demonstrate how to influence and support others to make the positive health choices such as using safety strategies to avoid UVB and UVA exposure. Mary Connolly, Health Education Consultant

  28. Design the Performance Task Assessment • 1.12.5 Propose strategies to reduce or prevent injuries and health problems that result from UVB and UVA exposure • Ask, “What kind of strategies can my students propose to reduce or prevent injuries and health problems that result from UVB and UVA exposure?” Mary Connolly, Health Education Consultant

  29. Design the Performance Task Assessment • 8.12.2 Demonstrate how to influence and support others to make positive health choices. • Ask, “What can my students do to demonstrate how to influence and support others to make the positive health choices such as using safety strategies to avoid UVB and UVA exposure?” Mary Connolly, Health Education Consultant

  30. Mary Connolly, Health Education Consultant Designing Prompts* • The content infused performance indicators are the foundation of the prompt. • Personalize the opening sentences to grab the student’s attention. • Explain the challenge. • Explain the content and skill requirements and assessments. • Describe the project.

  31. Write the Prompt* You and your friends spend a lot of time in the sun. Use of tanning salons is also very popular, especially before the prom. In health class, you learned the dangers of UVB and UVA exposure. The teacher also demonstrated safety strategies but few teens practice them. Your challenge is to motivate your peers to protect themselves from the UVB and UVA radiation. Mary Connolly, Health Education Consultant

  32. Performance Assessment You are assessed on the following health concepts • 1.12.5 Propose strategies to reduce or prevent injuries and health problems that result from UVB and UVA exposure • Seek shade • Cover up • Wear a hat • Wear sunglasses • Apply sunscreen • Do not use indoor tanning devices Mary Connolly, Health Education Consultant

  33. Performance Assessment You are assessed on the following skills. (List the skills) • 8.12.2 Demonstrate how to influence and support others to make positive health choices such as using safety strategies to avoid UVB and UVA exposure. • Design one PSA about a UVB/UVA safety strategy. • Design one poster about UVB/UVA safety. • Design six buttons that influence and support others to make a positive health choice about UVB and UVA safety. Mary Connolly, Health Education Consultant

  34. Performance Project • You must include the following. • Write one public service announcement for each safety strategy (6 total). (PI 1.12.5) Mary Connolly, Health Education Consultant

  35. Performance Project • You must include the following. • Influence and support others to make positive health choices about using safety strategies (PI 8.12.2) • Broadcast one PSA about a UVB/UVA safety strategy. • Display one poster about UVB/UVA safety. • Distribute six buttons that influence and support others to make a positive health choice about UVB and UVA safety. Mary Connolly, Health Education Consultant

  36. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence Assessment “If it is worth teaching, it is worth assessing.”

  37. Joint Committee on National Health Education Standards, National Health Education Standards, Achieving Excellence Purpose of assessment is to improve teaching and learning.

  38. Connolly, M. (2010) Skills-Based Health Education. Jones and Bartlett Assessment Cycle

  39. Connolly, M. (2010) Skills-Based Health Education. Jones and Bartlett Assessment vs. Grading Assessment Grading • Formative • Not graded • Occurs along with instruction • Feedback determines student progress in reaching performance indicators • Feedback informs the teacher whether to proceed or review • Summative • Occurs at the end of instruction • Summative • A snapshot of what the student knows and is able to do at the end of a unit. • Is the result of a performance or a written exam or both. • A grade is given.

  40. Connolly, M. (2010) Skills-Based Health Education. Jones and Bartlett Formative assessment Assessment for learning is formative and ongoing and occurs during each lesson to determine what the students know, compared to the content and skill taught.

  41. Formative Assessment Tools

  42. Bull’s Eye Mary Connolly, Health Education Consultant

  43. I am confused I’ve Got It! Mary Connolly, Health Education Consultant

  44. Where are you? I don’t get it! I’ve got it! I’m getting there! The Learning Continuum Mary Connolly, Health Education Consultant

  45. Traffic lights Stop! I don’t understand Yes! I understand I am not sure Mary Connolly, Health Education Consultant

  46. Fingers Mary Connolly, Health Education Consultant

  47. Random Response Mary Connolly, Health Education Consultant

  48. Central Michigan University Rate It

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