Skills-based health education

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SKILLS-BASED HEALTH EDUCATION Title Page Copyright Dedication Brief Contents Contents Preface Acknowledgments Reviewers About the Author Foreword CHAPTER 1 Health/Social Emotional Education for the 21st Century Introduction Skills-Based Health Education and Social Emotional Learning Why Is Comprehensive Skills-Based Health/SEL Important? A Brain-Friendly Pedagogy The National Health Education Standards Social Emotional Learning Competencies The Power of Coordination: Whole School, Whole Community, Whole Child Model HEALTH EDUCATION PHYSICAL EDUCATION AND PHYSICAL ACTIVITY NUTRITION ENVIRONMENT AND SERVICES SCHOOL HEALTH SERVICES SCHOOL COUNSELING AND PSYCHOLOGICAL AND SOCIAL SERVICES SOCIAL AND EMOTIONAL CLIMATE PHYSICAL ENVIRONMENT EMPLOYEE WELLNESS FAMILY ENGAGEMENT COMMUNITY INVOLVEMENT How Skills-Based Health/SEL Education Supports the National Initiatives Centers for Disease Control and Prevention Healthy People 2020 The Partnership for 21st Century Skills Common Core State Standards Review Questions References CHAPTER 2 Theoretical Foundations Introduction The Role of Self-Efficacy in Changing Behavior Theories of Behavior Change ATTRIBUTION THEORY HEALTH LOCUS OF CONTROL UNREALISTIC OPTIMISM PROCHASKA’S TRANS-THEORETICAL MODEL OF HEALTH BEHAVIOR CHANGE THE HEALTH BELIEF MODEL THE PROTECTION MOTIVATION THEORY THEORY OF PLANNED BEHAVIOR SOCIAL COGNITIVE THEORY Review Questions References CHAPTER 3 Curriculum and Instruction The Verbs of the Performance Indicators Planning District Curriculum Using Backward Design CDC Resources Planning Skills Units Using Backward Design Lesson Plans Continuous Cycle of Curriculum Improvement Characteristics of Effective Health Education CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION CLASSROOM APPLICATION Training Health Educators National Certification Health Education Code of Ethics Professional Development Review Questions Answers to the True/False References CHAPTER 4 Assessment Purpose of Assessment Assessment Vs. Grading Using Assessment in the Classroom Formative and Summative Assessment FORMATIVE AND SUMMATIVE ASSESSMENT TOOLS Formative Assessment Tools Formative Tools That Provide General Information THUMBS UP/THUMBS DOWN “GIVE ME FIVE OR MORE” STOP LIGHTS RATE IT THERE, ALMOST THERE, NOT EVEN CLOSE THE LEARNING CONTINUUM BULL’S EYE STOP/GO SELF-SORTING QUESTION BOX AUDIENCE RESPONSE SYSTEMS Formative Tools That Provide Specific Information CUBES STICKY NOTE SPLASH DICE BOW TIES SORTS WHITEBOARDS CAROUSELS STICKY BAR GRAPHS PEAKS AND VALLEYS FOOTBALL FIELD BOARD GAME—GREEN, YELLOW, RED RECTANGLES PERFORMANCE TASK REFLECTION LETTER-CARD RESPONSES Summative Assessment Giving Feedback for Summative Assessments SUMMATIVE ASSESSMENT TOOLS Rubrics ADVANTAGES OF USING RUBRICS COMMUNICATION TOOL TYPES OF RUBRICS Performance-Based Assessment PERFORMANCE TASKS Assessing Performance Tasks Assessment Guidelines ASSESSMENT PROMOTES STUDENT LEARNING ASSESSMENT STRATEGIES ARE ALIGNED WITH STANDARDS, CURRICULUM, AND INSTRUCTION ASSESSMENTS MUST BE EQUITABLE, VALID, AND RELIABLE STUDENTS RECEIVE CLEAR ASSESSMENT INFORMATION REGARDING WHAT PERFORMANCE EVIDENCE IS EXPECTED FEEDBACK FROM THE INSTRUCTOR HELPS STUDENTS IMPROVE THEIR PERFORMANCE. IF NECESSARY, STUDENTS SHOULD HAVE MORE THAN ONE OPPORTUNITY TO DEMONSTRATE WHAT THEY KNOW AND ARE ABLE TO DO STUDENTS AND PARENTS/GUARDIANS RECEIVE INFORMATION REGARDING ACHIEVEMENT OF THE STANDARDS INSTRUCTORS CONTINUALLY REVIEW AND ADJUST THEIR ASSESSMENTS AND ASSESSMENT SYSTEMS, WHEN NECESSARY Assessment Systems CLASSROOM ASSESSMENT SCHOOL AND DISTRICT ASSESSMENTS STATE ASSESSMENTS Review Questions References CHAPTER 5 Teaching National Health Education Standard 1 Standard 1 Choosing Content IF THE STANDARDS ARE A FRAMEWORK, HOW ARE THEY USED TO BUILD CURRICULUM AND INSTRUCTION? HOW DOES ONE CHOOSE CONTENT? Prek–Grade 2 WHAT DOES STANDARD 1 LOOK LIKE IN THE PREK–2 CLASSROOM? Grades 3–5 WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 3–5 CLASSROOM? Grades 6–8 WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 6–8 CLASSROOM? Grades 9–12 WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 9–12 CLASSROOM? Content Resources Review Questions References CHAPTER 6 Teaching National Health Education Standard 2 Standard 2 Teaching the Skill Prek–2 WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Grade 2—Analyzing Influences—School Bus Safety HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO BUS SAFETY, INCREASED SELF-CONFIDENCE, AND THE SKILL OF ANALYZING INFLUENCES Grades 3–5 WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE GRADES 3–5 CLASSROOM? Unit Name: Grade 5—Analyzing the Influences of Advertising Gimmicks on Personal Health HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO GOOD NUTRITION AND THE SKILL OF ANALYZING INFLUENCES Grades 6–8 WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE MIDDLE SCHOOL CLASSROOM? Unit Name: Grade 8—Analyzing Influences—Electronic Aggression HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO COMBATING ELECTRONIC AGGRESSION AND INCREASING THE SKILL OF ANALYZING INFLUENCES Grades 9–12 WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE HIGH SCHOOL CLASSROOM? Unit Name: Grade 9—Analyzing Influences—Bicycle Safety HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO HELPING STUDENTS UNDERSTAND THE FACTORS THAT INFLUENCE THEIR BEHAVIOR Review Questions References CHAPTER 7 Teaching National Health Education Standard 3 Standard 3 Teaching the Skill PreK–2 WHAT DOES THE SKILL OF ACCESSING VALID INFORMATION, PRODUCTS, AND SERVICES TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 1 CLASSROOM? Unit Name: Grade 1—Accessing Information—Health Helpers HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO HELPING STUDENTS LEARN THE SKILL OF ACCESSING VALID SOURCES OF INFORMATION, PRODUCTS, AND SERVICES Grades 3–5 Unit Name: Grade 4—Accessing Valid Information About Safety Equipment HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO DECREASING UNINTENTIONAL INJURIES AND INCREASING THE SKILL OF ACCESSING INFORMATION Grades 6–8 Unit Name: Grade 7—Accessing Information About Food Allergies and Asthma HOW THE WSCC SCHOOL HEALTH TEAM SUPPORTS WAYS TO REDUCE OR PREVENT INJURIES AND OTHER ADOLESCENT HEALTH PROBLEMS THAT RESULT FROM FOOD ALLERGIES AND ASTHMA AND ACCESS VALID INFORMATION, PRODUCTS, AND SERVICES TO ENHANCE HEALTH Grades 9–12 WHAT DOES THE SKILL OF ACCESSING INFORMATION LOOK LIKE IN THE GRADE 10 CLASSROOM? Unit Name: Grade 10—Accessing Valid Information About Contraception and Sexually Transmitted Infections Review Questions References CHAPTER 8 Teaching National Health Education Standard 4 Standard 4 Teaching the Skill Pre K–2 WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Kindergarten—Using Interpersonal Communication Skills for Personal Safety HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION/RELATIONSHIP SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS Grades 3–5 WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE GRADES 3–5 CLASSROOM? Unit Name: Grade 4—Using Interpersonal Communication Skills to Cope With Bullying HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS Grades 6–8 WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE MIDDLE SCHOOL CLASSROOM? Unit Name: Grade 8—Using Interpersonal Communication Skills to Refuse Alcohol HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS Grades 9–12 WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE GRADE 11 CLASSROOM? Unit Name: Grade 11—Using Interpersonal Communication Skills to Cope With Sexting HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS Review Questions References CHAPTER 9 Teaching National Health Education Standard 5 Standard 5 Teaching the Skill Pre K–Grade 2 WHAT DOES THE ABILITY TO USE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Pre-Kindergarten—Using Decision-Making Skills to Be Safe With Medicine HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH Grades 3–5 WHAT DOES THE ABILITY TO USE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 5 CLASSROOM? Unit Name: Grade 5—Making Decisions to Lose Weight by Eating Healthy and Increasing Physical Activity HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH Grades 6–8 WHAT DOES THE ABILITY TO DEMONSTRATE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 8 CLASSROOM? Unit Name: Grade 8—Using Decision Making to Help a Friend With an Eating Disorder HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH Grades 9–12 WHAT DOES THE SKILL OF DECISION MAKING LOOK LIKE IN THE GRADE 9 CLASSROOM? Unit Name: Grade 12—Using Decision-Making Skills to Cope with the Pressure to Use Alcohol and Marijuana HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH Review Questions References CHAPTER 10 Teaching National Health Education Standard 6 Standard 6 Teaching the Skill Prek–2 WHAT DOES THE SKILL OF GOAL SETTING TO ENHANCE HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Grade 1—Goals for Dental Health and Recycling HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 3–5 WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 3 CLASSROOM? Unit Name: Grade 3—Setting Goals to Improve Relationships HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 6–8 WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 8 CLASSROOM? Unit Name: Grade 7—Setting Goals to Improve Wellness HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 9–12 WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 12 CLASSROOM? Standard 6 Performance Task: Grade 12—Using Goal-Setting Skills to Quit Tobacco HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Review Questions References CHAPTER 11 Teaching National Health Education Standard 7 Standard 7 Teaching the Skill Prek–2 WHAT DOES THE SKILL OF PRACTICING HEALTH-ENHANCING BEHAVIORS LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Grade 2—Using Healthy Behaviors to Improve Health HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 3–5 WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 5 CLASSROOM? Unit Name: Grade 5—Practicing Healthy Behaviors to Reduce Stress HOW THE WSCC HEALTH TEAM HELPS STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS Grades 6–8 WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 7 CLASSROOM? Unit Name: Grade 7—Using First Aid and CPR to Reduce Unintentional Injuries HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS Grades 9–12 WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 12 CLASSROOM? Unit Name: Grade 12—Using Healthy Behaviors to Manage Stress HOW THE WSCC SCHOOL HEALTH TEAM STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS Review Questions References CHAPTER 12 Teaching National Health Education Standard 8 Standard 8 Teaching the Skill Prek–2 WHAT DOES THE SKILL OF ADVOCACY FOR PERSONAL, FAMILY, AND COMMUNITY HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM? Unit Name: Grade 1—Health Helpers as Advocates HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 3–5 WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 3 CLASSROOM? Unit Name: Grade 3—Advocate for Positive Friendships HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 6–8 WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 8 CLASSROOM? Unit Name: Grade 8—Using Advocacy to Promote the Implementation of a School Vegetable Garden HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Grades 9–12 WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 11 CLASSROOM? Unit Name: Grade 12—Advocating for a School Health Fair HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH Review Questions References Worksheets Glossary Index