School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors

Transcription

1 School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors California Healthy Kids Resource Center (C.H.K.R.C.) Hello, and welcome to the School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors training. This module will take approximately 30 minutes to complete. Let s get started! 1

2 Training Objectives You will be able to: 1) Identify the primary objective of school-based health education. 2) Identify the four components of school-based health education. 3) Describe the purpose of health education standards. 4) Identify the California Health Education Content Standards and health content areas. 5) Describe how the California Health Education Content Standards, together with health instruction, equip students with skills for real-life healthy behaviors. This training will help you become familiar with the purpose and components of school-based health education, and how standards-based health instruction prepares students for real-life behaviors. By the end of this training, you will be able to: 1) Identify the primary objective of school-based health education. 2) Identify the four components of school-based health education. 3) Describe the purpose of health education standards. 4) Identify the California Health Education Content Standards and health content areas. 5) Describe how the California Health Education Content Standards, together with health instruction, equip students with skills for real-life healthy behaviors. 2

3 School-Based Health Education s Primary Objective To positively impact students real-life behaviors The primary objective of school-based health education is to positively impact students real-life behaviors specifically, to increase health-promoting behaviors and reduce risk-taking behaviors. An example of a health-promoting behavior is choosing juice instead of soda; an example of a risk-taking behavior is riding a bicycle without a helmet. It is more than knowing the healthy thing to do. The goal of school-based health education is that students will transfer their learning into reallife healthy behaviors. What does it take for health education to impact students real-life behavior? 3

4 Components of School-Based Health Education Overarching Standards Grade Level Standards Health Instruction Health Content Areas School-based health education is comprised of four components. Overarching standards plus health content areas are used to create grade-level standards. Grade-level standards then guide the design of health instruction that teaches students knowledge and skills for real-life behaviors. 4

5 Examples of Components Overarching Standards Example: Interpersonal Communication Grade Level Standards Health Instruction Want to smoke? No, I m not into that. Health Content Areas Example: Use refusal skills in risky situations. (Grades 7 8) Example: In class students learn and practice refusal skills. Example: Alcohol, Tobacco, and Other Drugs Taken together, the four components of school-based health education provide the information, skills, and support for students to transfer learning to real life. Overarching standards describe broad information or skill sets all students should know, such as Interpersonal Communication skills. Health content areas are health domains, such as Alcohol, Tobacco, and Other Drugs. The overarching standards are applied to each of the health content areas to create grade-level standards. Grade-level standards specify what students should know and be able to do at each grade level. For example: applying Interpersonal Communication in the health content area of Alcohol, Tobacco, and Other Drugs creates a grade-level standard that seventh and eighth grade students will be able to use refusal skills in risky situations. Grade-level standards guide health instruction in which students learn and practice the skills to achieve the grade-level standard, in this case, learning and practicing refusal skills. 5

6 California s Health Education Content Standards Overarching Standards Grade Level Standards Health Instruction Health Content Areas California s health education standards are known as the California Health Education Content Standards. The California Health Education Content Standards specify three of the health education components: the overarching standards, the health content areas, and the grade-level standards. 6

7 Overarching Standards Essential Health Concepts Analyzing Health Influences Accessing Valid Health Information Interpersonal Communication Decision Making Goal Setting Practicing Health-Enhancing Behaviors Health Promotion Overarching standards describe essential concepts and broad skill sets related to health. Select the handout link to print a summary sheet of the California Health Education Content Standards now, or access it in the resources section at the end of this module. There are eight overarching standards: 1) Essential Health Concepts 2) Analyzing Health Influences 3) Accessing Valid Health Information 4) Interpersonal Communication 5) Decision Making 6) Goal Setting 7) Practicing Health-Enhancing Behaviors 8) Health Promotion The first overarching standard represents the essential information students need to know to reduce risk-taking and increase health-promoting behaviors. The remaining seven overarching standards represent the broad skill sets needed for real-life healthy behaviors. 7

8 Overarching Standards are Real-Life Skills 1) Essential Health Concepts 2) Analyzing Health Influences 3) Accessing Valid Health Information 4) Interpersonal Communication 5) Decision Making 6) Goal Setting 7) Practicing Health- Enhancing Behaviors 8) Health Promotion Let s look at how the overarching standards represent real-life skills. Let s take a moment here to imagine that a student on his way to soccer practice after school has a choice of juice or soda. What skills from the overarching standards on the left might come into play when he makes this choice? He might use skill number six: Goal Setting, when he remembers his goal of improving his athletic performance as a soccer player. He might also use skill number three: Accessing Valid Health Information, when he compares the information on the juice and soda nutrition labels. He might use skill number two: Analyzing Health Influences, if he thinks about his desire to please his soccer mates by playing well. And he might use skill number five: Decision Making, when he compares the pros and cons of juice and soda and makes his choice. You may have come up with others as well. 8

9 More About Overarching Standards Each skill set makes a unique contribution to real-life behavior. In real life, the skill sets work together to guide behavior. The skill sets apply to all health topics at all grade levels. It is important to note a few things about the overarching standards. First, each represents a unique skill set that contributes to real-life functioning: decision making is different than goal setting, which, in turn, is different than interpersonal communication. Second, in real life these unique skill sets work together to guide behavior. For example, when the alarm rings and a person chooses to get up and exercise, all of the skill sets represented in the overarching standards: accessing information, decision making, goal setting, and so forth, come into play. So, in an interdependent fashion, the overarching skills enable people to manage healthy behaviors in reallife settings. Third, the skill sets apply to all health topics at all grade levels. Whether it s drug abuse prevention, nutrition, or physical activity, the same broad overarching skill sets, such as decision making and goal setting, enable people to manage real-life healthy behaviors. This means that these skill sets can be repeatedly reinforced each time students practice them in all the health content areas and at all grade levels. 9

10 What are the Health Content Areas? Our student choosing between juice and soda was applying an overarching standard to the content area Nutrition and Physical Activity. There are five other health content areas identified by the California Health Education Content Standards. What do you think they are? What are the kinds of health-related choices young people face every day? Take a moment to hypothesize what you think might be the health content areas. When you have come up with five in addition to Nutrition and Physical Activity, go to the next slide. 10

11 Health Content Areas Nutrition and Physical Activity Growth, Development, and Sexual Health Injury Prevention and Safety Alcohol, Tobacco, and Other Drugs Mental, Emotional, and Social Health Personal and Community Health How did you do? Students encounter opportunities to make healthy choices in multiple areas of their lives, such as choosing what to order at a restaurant, deciding whether to drink alcohol at a party, and deciding when to go to sleep. To prepare students to reduce risky behaviors and increase health-promoting behaviors in the real-life situations they encounter, the overarching standards are applied to six health content areas: 1) Nutrition and Physical Activity 2) Growth, Development, and Sexual Health 3) Injury Prevention and Safety 4) Alcohol, Tobacco and Other Drugs 5) Mental, Emotional, and Social Health 6) Personal and Community Health And the overarching standards skill sets apply across-the-board to all health topics. When skills such as goal setting, decision making, and accessing valid information are learned in nutrition, for example, they are also learned, practiced, and reinforced when teaching students to prevent injury, be physically active, and avoid using tobacco and other drugs. 11

12 Grade-Level Standards Overarching Standards Example: Interpersonal Communication Grade Level Standards Health Instruction Want to smoke? No, I m not into that. Health Content Areas Example: Use refusal skills in risky situations. (Grades 7 8) Example: In class students learn and practice refusal skills. Example: Alcohol, Tobacco, and Other Drugs Now that we ve examined the first two components of health education: overarching standards and health content areas, let s look at the third component: grade-level standards. Grade-level standards define what students should know and be able to do at each grade level. As you see in this slide, grade-level standards are comprised of an overarching standard (such as Interpersonal Communication) plus a health content area (such as Alcohol, Tobacco, and Other Drugs). In this example, applying Interpersonal Communication in the health content area of Alcohol, Tobacco, and Other Drugs creates a grade-level standard that seventh and eighth grade students will be able to use refusal skills in risky situations. 12

13 Grade-Level Standards = Overarching Standards + Content Areas As we have seen, the California Health Education Content Standards are called content standards because the broad overarching standards are applied to each of the health content areas to create specific grade-level standards. For example, this slide shows a sixth grade Decision Making standard in the content area of Injury Prevention and Safety that students will be able to use a decision-making process to determine a safe course of action in risky situations. A sixth grade Goal Setting standard in Injury Prevention and Safety is that students will be able to develop a personal plan to remain safe and injury-free. 13

14 Your Turn When you see this graphic, it means it is your turn to apply what you have just learned. On the next slide, choose the overarching standards that match the grade-level standards. When you see the graphic with the arrow and the words your turn, it means you will have an opportunity to apply what you have just learned and check your knowledge. On the next slide, choose the overarching standards that match the grade-level standards. 14

15 Match the Overarching and Grade-Level Standards 1) 2) 3) 4) 5) 6) 7) 8) Overarching Standards Essential Health Concepts Analyzing Health Influences Accessing Valid Health Information Interpersonal Communication Decision Making Goal Setting Practicing Health Enhancing Behaviors Health Promotion Grade Level Standards Examine advertising strategies used for alcohol, tobacco, and other drugs. (Grade 4) Demonstrate how to access school and community health services. (Grade 7 8) Now that you know more about the California Health Education Content Standards, try to identify the overarching standards for two sample grade-level standards. The first sample grade-level standard is: examine advertising strategies used for alcohol, tobacco, and other drugs. The second grade-level standard is: demonstrate how to access school and community health services. Imagine you could draw arrows from the appropriate overarching standards to the two grade-level standards. Choose the overarching standard that matches each of the grade-level standards. When you have chosen an overarching standard for each of the grade-level standards, go to the next slide. 15

16 How Did You Do? This graphic means you have the opportunity to check your knowledge. In the next slide, see the overarching standards that match the gradelevel standards. Now that you have had a moment to practice matching an overarching standard to a grade-level standard, let s see how you did. When you see the graphic with the check boxes and the words how did you do, it means it is time to check your knowledge. In the next slide, see the overarching standards that match the gradelevel standards. 16

17 Standards Match 1) 2) 3) 4) 5) 6) 7) 8) Overarching Standards Essential Health Concepts Analyzing Health Influences Accessing Valid Health Information Interpersonal Communication Decision Making Goal Setting Practicing Health Enhancing Behaviors Health Promotion Grade Level Standards Examine advertising strategies used for alcohol, tobacco, and other drugs. (Grade 4) Demonstrate how to access school and community health services. (Grade 7 8) How did that go for you? The first grade-level standard is: examine advertising strategies used for alcohol, tobacco, and other drugs. As you look at the eight overarching standards, think about in which standard students would examine factors that can affect health. Examining advertising strategies is from the analyzing external influences on health skill set, so it is a grade-level standard for the Analyzing Health Influences overarching standard. How about the second gradelevel standard: demonstrate how to access school and community health services? As you look at the eight overarching standards, think about in which standard students would access services for health. Accessing school and community health services involves accessing health information, so the overarching standard is Accessing Valid Health Information. 17

18 Match the Content Areas to Grade-Level Standards Grade Level Standards Examine advertising strategies used for alcohol, tobacco, and other drugs. (Grade 4) Demonstrate how to access school and community health services. (Grade 7 8) Content Areas Nutrition and Physical Activity Growth, Development, and Sexual Health Injury Prevention and Safety Alcohol, Tobacco, and Other Drugs Mental, Emotional, and Social Health Personal and Community Health Now that you ve matched the grade-level standards to their correct overarching standard, choose the content areas for each grade-level standard. 18

19 Content Areas Match Grade Level Standards Examine advertising strategies used for alcohol, tobacco, and other drugs. (Grade 4) Demonstrate how to access school and community health services. (Grade 7 8) Content Areas Nutrition and Physical Activity Growth, Development, and Sexual Health Injury Prevention and Safety Alcohol, Tobacco, and Other Drugs Mental, Emotional, and Social Health Personal and Community Health How did that go for you? The first grade-level standard is: examine advertising strategies used for alcohol, tobacco, and other drugs. As you look at the six content areas, think about in which area students would learn about drugs, alcohol, and tobacco. The correct content area is Alcohol, Tobacco, and Other Drugs. How about the second grade-level standard: demonstrate how to access school and community health services? As you look at the six content areas, think about in which area students would learn about school and community health services. The correct content area is Personal and Community Health. 19

20 Grade-Level Standards Summary Overarching Standards 1. Essential Health Concepts 2. Analyzing Health Influences 3. Accessing Valid Health Information 4. Interpersonal Communication 5. Decision Making 6. Goal Setting 7. Practicing Health Enhancing Behaviors 8. Health Promotion Grade Level Standards Examine advertising strategies used for alcohol, tobacco, and other drugs. (Grade 4) Demonstrate how to access school and community health services. (Grade 7 8) Content Areas Nutrition and Physical Activity Growth, Development, and Sexual Health Injury Prevention and Safety Alcohol, Tobacco, and Other Drugs Mental, Emotional, and Social Health Personal and Community Health So, grade-level standards are what all students in a certain grade should know and be able to do. Grade-level standards come from aligning the overarching standard skill sets, such as Analyzing Health Influences, with a health content area, such as Alcohol, Tobacco, and Other Drugs. We have looked carefully at the first three components of health education: the overarching standards, the health content areas, and the grade-level standards. 20

21 Health Instruction Overarching Standards Grade Level Standards Health Instruction Health Content Areas We ve seen how overarching standards plus health content areas create specific grade-level standards for what students should know and be able to do. Grade-level standards then guide the fourth component of school-based health education: health instruction. Health instruction is the set of learning activities that are designed to teach the information and skills students need to learn to achieve the grade-level standard and carry out healthy behavior in real life. 21

22 Health Instruction Learn information Learn skills Practice skills Receive support to transfer skills to real life When teaching health to achieve the grade-level standards, educators conduct instruction in which students: 1) Learn the essential information, 2) Learn skills for the health behavior, 3) Practice the health behavior skills to gain proficiency and confidence, and 4) Receive support to transfer the health behavior skills to real life. It is through learning and practicing health behavior skills that students are able to transfer healthy behaviors to real-life settings. 22

23 An Example of Health Instruction Grade-Level Standard In sixth grade, all students will learn to: Use a decision-making process to determine a safe course of action in risky situations. Example of Health Instruction Students practice applying decision making in risky situations: Generate a list of possible actions. Evaluate the possible consequences of each action. Select the best course of action. There are many creative ways to teach health to achieve a grade-level standard; this slide provides one example. In this example the grade-level standard is that all students will be able to use a decision-making process to determine a safe course of action in risky situations. In the health instruction designed to achieve this standard, students practice using a step-by-step decision-making process to select a course of action in risky situations. Notice that the health instruction is designed to ensure students learn and practice the skills to achieve the grade-level standard. 23

24 Another Example of Health Instruction Grade-Level Standard In sixth grade, all students will learn to: Develop a personal plan to remain safe and injury-free. Example of Health Instruction After selecting a course of action, students develop a step-by-step plan to stay safe: Get feedback on their plan from classmates and adults at home. Implement and evaluate their personal safety plan and write a reflection. In this example, the standard is that all students will be able to develop a personal plan to remain safe and injury-free. In the instruction, students practice developing, implementing, and evaluating a personal safety plan with support from classmates and adults. Notice that the instruction is designed to ensure that students learn and practice the skills to achieve the grade-level standard. Let s see how student Paul will transfer the learned skills to real-life healthy behaviors. 24

25 Paul s Learned Skills Transfer to Real Life Paul wants to walk to school alone. He uses health skills learned and practiced in school to create a safety plan and get his mother s permission. Meet Paul. Paul wants to walk to school alone. In sixth grade health education, he has learned and practiced injury prevention and safety skills to determine a safe course of action in risky situations and to develop a personal plan to stay safe. He writes down the steps he will need to create his plan. He researches different routes online to choose the safest route and then he presents his plan to his mother. They walk the route together to confirm it is safe, and Paul s mother approves of the plan and allows him to walk to school. 25

26 Match the Health Instruction to the Grade-Level Standards Grade-Level Standard Example of Health Instruction In seventh and eighth grades, all students will learn to: Monitor personal stressors and assess techniques for managing them. Develop achievable goals for handling stressors in healthy ways. Which health instruction below goes with each standard above? Students practice: Identifying a realistic goal. Creating a clear goal statement. Making plans for reaching the goal. Evaluating and reflecting on actions taken to reach the goal. Students practice: Generating a list of possible stress management techniques. Evaluating the possible consequences of each technique. Selecting, using, and evaluating one technique. Remember that the important components of health instruction are that students have opportunities to learn and practice the essential information and skills for the healthy behavior, and they are supported to transfer the healthy behavior to real life. Look at the two health instruction skill sets on the bottom of the slide. Match each skill set to be learned and practiced by students with the appropriate grade-level standard. Continue to the next slide when you are ready. 26

27 Health Instruction to Achieve Grade-Level Standard Grade-Level Standard In seventh and eighth grades, all students will learn to: Monitor personal stressors and assess techniques for managing them. Develop achievable goals for handling stressors in healthy ways. Example of Health Instruction Students practice: Generating a list of possible stress management techniques. Evaluating the possible consequences of each technique. Selecting, using, and evaluating one technique. Students practice: Identifying a realistic goal. Creating a clear goal statement. Making plans for reaching the goal. Evaluating and reflecting on actions taken to reach the goal. In the health instruction for the first grade-level standard, which involves decision making, students generate a list of possible techniques, evaluate the possible consequences of each technique, and select, use, and evaluate one technique. In the health instruction for the second grade-level standard, which involves goal setting, students create a clear goal statement, identify the realistic goal, make plans for reaching the goal, and evaluate and reflect on actions taken. 27

28 Jackie s Skills Transfer to Real Life Jackie feels anxious and stressed before taking tests and wants to reduce stress before tests. Now, meet Jackie. In eighth grade health education, she has learned and practiced standards-based Mental, Emotional, and Social Health skills to develop goals for handling stressors in healthy ways and to practice effective coping mechanisms. Jackie now recognizes that she feels anxious and stressed before taking tests and wants to reduce her stress. She needs to develop a plan for reaching this goal. Her next test is in two weeks, so she wants to put her plan into action. She writes down the steps she will need to take to develop her plan and reach her goal. She reads books about different ways to reduce stress and decides that doing yoga the night before a test may work well. Jackie talks to her father about having a space at home to do yoga, and then she uses yoga to reduce her anxiety before her next test. Jackie has successfully transferred her learned skills to real-life healthy behaviors. 28

29 Standards and Instruction for Real Life Overarching Standards Want to smoke? No, I m not into that. Grade Level Standards Health Instruction Health Content Areas This training provided an overview of the four components of school-based health education, and how they work together to enable students to gain the essential information and skills to transfer from the classroom to healthy behaviors in real life. 29

30 Now You Can: 1) Identify the primary objective of school-based health education. 2) Identify the four components of school-based health education. 3) Describe the purpose of health education standards. 4) Identify the California Health Education Content Standards and health content areas. 5) Describe how the California Health Education Content Standards, together with health instruction, equip students with skills for real-life healthy behaviors. You are now familiar with the purpose, components, and potential of school-based health education to help prepare students for real life. Now you can: 1) Identify the primary objective of school-based health education. 2) Identify the four components of school-based health education. 3) Describe the purpose of health education standards. 4) Identify the California Health Education Content Standards and health content areas. 5) Describe how the California Health Education Content Standards, together with health instruction, equip students with skills for real-life healthy behaviors. 30

31 Closing Slide Congratulations! You have reached the end of the overview training about health education standards and instruction. You will now have the opportunity to take a quiz to test the knowledge you have acquired in this training. If you receive a passing score, a completion certificate will be ed to you at the address you provided. If you do not receive a passing score, you will have the opportunity to take the quiz again at any time. Following the quiz, you will be asked to complete a brief feedback survey. After you complete the survey, you will be able to access sample California Healthy Kids Resource Center library resources and additional information about health education standards and instruction. You may start the quiz by selecting the quiz link. Once you have passed the quiz for this overview training, we suggest that you go on to complete the next four modules in the schoolbased health education standards series. Each of the following modules in the series provides an in-depth look and teaching strategies for two of the overarching standards. Congratulations again and thank you for your participation. 31