The Essentials of Teaching Health Education – Curriculum, Instruction, and Assessment
Autor Sarah Benes, Holly Alperinen Limba Engleză Paperback – 23 feb 2021
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Specificații
ISBN-13: 9781492593560
ISBN-10: 1492593567
Pagini: 360
Dimensiuni: 219 x 278 x 18 mm
Greutate: 0.98 kg
Ediția:2 ed
Editura: MG – Human Kinetics
ISBN-10: 1492593567
Pagini: 360
Dimensiuni: 219 x 278 x 18 mm
Greutate: 0.98 kg
Ediția:2 ed
Editura: MG – Human Kinetics
Cuprins
Part I. Building the Foundation of a Skills-Based Approach
Chapter 1. The Role of Health Education
Health as a Continuum
The Need for Health Education
Using Resources in School-Based Health Education
Designing Health Education
Improving Health Outcomes
Summary
Chapter 2. Understanding a Skills-Based Approach
Components of Skills-Based Health Education
Skills-Based Health Education in Practice
Support for Skills-Based Health Education
Summary
Chapter 3. Equity and Justice in Health Education
Health Disparity and Health Inequity
Factors Contributing to Inequities
Social Justice and Health Equity
Social Justice Practices for Your Classroom
Summary
Chapter 4. Developing Health-Literate Individuals
Components of Health Literacy
Continuum of Health Literacy
Developing Health Literacy as an Asset
Establishing Health Literacy for Life
Summary
Chapter 5. Examining Student Motivation
Theories of Motivation
Developmental Levels and Motivation
General Considerations Across Age Levels
Summary
Chapter 6. Making Cross-Curricular Connections
A Coordinated Approach to Student Success
Shaping Local Wellness Policies
Making Interdisciplinary Connections for School Improvement
Summary
Part II. Teaching to the National Health Education Standards
Chapter 7. Accessing Valid and Reliable Information, Products, and Services
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 8. Analyzing Influences
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 9. Interpersonal Communication
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 10. Decision Making
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 11. Goal Setting
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Self-Management
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 13. Advocacy
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Developing Curricula and Assessments
Chapter 14. Using Data to Inform Curriculum Planning Compiling Functional Information
Gathering and Understanding Data
Interpreting Data to Make Decisions on Curriculum
Using Data to Build Support for Health Education
Summary
Chapter 15. Eight Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Formulate Goals
Step 3: Design Benchmark Assessments
Step 4: Determine Health Topics, Functional Information, and Skills
Step 5: Create a Scope and Sequence
Step 6: Develop Unit Plan, Objectives, and Outcomes
Step 7: Develop Unit Assessments
Step 8: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purpose of Assessment
Types of Assessment
Authentic Assessment
Rubrics and Grading
Constructive Feedback
Summary
Part IV. Strategies for Effective Instruction
Chapter 17. Creating a Positive Learning Environment
Know Yourself
Have a Plan
Build Relationships With Your Students
Establish Classroom Norms, Consequences, and Reward Systems
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Facilitate Learning Experiences
Format Lessons to Support Skill Development and Knowledge Acquisition
Provide Engaging, Relevant Experiences
Foster Participation and Active Learning
Provide Opportunities for Self-Reflection, Internalization, and Personalization
Provide Opportunities for Skill Development
Summary
Chapter 19. Meeting the Unique Needs of Teaching Elementary Health Education
Making Time for Health Education
Considerations for the Elementary Level
Using Children’s Literature to Support Health Education
Engaging Families and the Community
Summary
Chapter 20. Professional Development and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Advocating for Health Education
Summary
Chapter 1. The Role of Health Education
Health as a Continuum
The Need for Health Education
Using Resources in School-Based Health Education
Designing Health Education
Improving Health Outcomes
Summary
Chapter 2. Understanding a Skills-Based Approach
Components of Skills-Based Health Education
Skills-Based Health Education in Practice
Support for Skills-Based Health Education
Summary
Chapter 3. Equity and Justice in Health Education
Health Disparity and Health Inequity
Factors Contributing to Inequities
Social Justice and Health Equity
Social Justice Practices for Your Classroom
Summary
Chapter 4. Developing Health-Literate Individuals
Components of Health Literacy
Continuum of Health Literacy
Developing Health Literacy as an Asset
Establishing Health Literacy for Life
Summary
Chapter 5. Examining Student Motivation
Theories of Motivation
Developmental Levels and Motivation
General Considerations Across Age Levels
Summary
Chapter 6. Making Cross-Curricular Connections
A Coordinated Approach to Student Success
Shaping Local Wellness Policies
Making Interdisciplinary Connections for School Improvement
Summary
Part II. Teaching to the National Health Education Standards
Chapter 7. Accessing Valid and Reliable Information, Products, and Services
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 8. Analyzing Influences
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 9. Interpersonal Communication
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 10. Decision Making
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 11. Goal Setting
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Self-Management
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 13. Advocacy
Step 1: Introduce the Skill
Step 2: Present Skill Cues/Critical Elements
Step 3: Model the Skill
Step 4: Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Developing Curricula and Assessments
Chapter 14. Using Data to Inform Curriculum Planning Compiling Functional Information
Gathering and Understanding Data
Interpreting Data to Make Decisions on Curriculum
Using Data to Build Support for Health Education
Summary
Chapter 15. Eight Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Formulate Goals
Step 3: Design Benchmark Assessments
Step 4: Determine Health Topics, Functional Information, and Skills
Step 5: Create a Scope and Sequence
Step 6: Develop Unit Plan, Objectives, and Outcomes
Step 7: Develop Unit Assessments
Step 8: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purpose of Assessment
Types of Assessment
Authentic Assessment
Rubrics and Grading
Constructive Feedback
Summary
Part IV. Strategies for Effective Instruction
Chapter 17. Creating a Positive Learning Environment
Know Yourself
Have a Plan
Build Relationships With Your Students
Establish Classroom Norms, Consequences, and Reward Systems
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Facilitate Learning Experiences
Format Lessons to Support Skill Development and Knowledge Acquisition
Provide Engaging, Relevant Experiences
Foster Participation and Active Learning
Provide Opportunities for Self-Reflection, Internalization, and Personalization
Provide Opportunities for Skill Development
Summary
Chapter 19. Meeting the Unique Needs of Teaching Elementary Health Education
Making Time for Health Education
Considerations for the Elementary Level
Using Children’s Literature to Support Health Education
Engaging Families and the Community
Summary
Chapter 20. Professional Development and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Advocating for Health Education
Summary
Notă biografică
Sarah Sparrow Benes, EdD, CHES, received her EdD in curriculum and teaching from Boston University, her EdM in human movement from Boston University, and her BS in athletic training from the University of Connecticut. She is on track to earn her master’s degree in public health in 2021. Sarah worked as a graduate assistant athletic trainer and an assistant athletic trainer at Boston University before transitioning to teaching full time and running the physical education and health education programs for six years. Dr. Benes is now at Merrimack College as an associate clinical professor in the School of Health Sciences. She has taught a range of courses, including curriculum and teaching methods, student teaching practicums, health education for elementary educators, health behavior theory, and introduction to public health. Dr. Benes developed and led the first short-term study abroad course in the School of Health Sciences, taking students to Scotland as part of a course comparing public health in the United States and abroad. Dr. Benes’ research interests include skills-based health education, physical activity in the classroom, and enhancing school-based physical education and health education programming. Dr. Benes is currently on the board of SHAPE America and she has served as chair of the Health Education Council of SHAPE America. She has done curriculum development with many districts in Massachusetts, has conducted skills-based health education professional development across the country and internationally, and has written many health education presentations and publications. She currently lives in Natick, Massachusetts, with her husband, two daughters, and a yellow lab. She enjoys reading, hiking, and going on adventures with her family.
Holly Alperin, EdM, MCHES, is a clinical associate professor at the University of New Hampshire (UNH) and has over 20 years’ experience in both public health and education. As a faculty member and program coordinator of the department of kinesiology’s health and physical education teacher preparation program, she focuses on preparing preservice educators to teach using a skills-based approach. Prior to UNH, she worked at the Massachusetts Department of Elementary and Secondary Education in a variety of roles that supported schools in their efforts to strengthen policies and increase capacity around school health education and programs, school nutrition programs, and professional learning experiences for educators. Through her work at the local, state, national, and international levels she provides guidance to schools as they create a culture of health and well-being for each student—both in the health education classroom and throughout the school. Alperin is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance, currently serves on the taskforce to revise the National Health Education Standards, and is the past-chair of the Health Education Council for SHAPE America, among other volunteer roles. Alperin received her master’s in education in policy, planning, and administration from Boston University and her bachelor’s degree in health education and health promotion from Central Michigan University. She holds the Master Certified Health Education Specialist (MCHES) credential. She lives in New Hampshire with her husband and two daughters. In her free time you can likely find her in the mountains or at the beach enjoying the best New England has to offer.
Holly Alperin, EdM, MCHES, is a clinical associate professor at the University of New Hampshire (UNH) and has over 20 years’ experience in both public health and education. As a faculty member and program coordinator of the department of kinesiology’s health and physical education teacher preparation program, she focuses on preparing preservice educators to teach using a skills-based approach. Prior to UNH, she worked at the Massachusetts Department of Elementary and Secondary Education in a variety of roles that supported schools in their efforts to strengthen policies and increase capacity around school health education and programs, school nutrition programs, and professional learning experiences for educators. Through her work at the local, state, national, and international levels she provides guidance to schools as they create a culture of health and well-being for each student—both in the health education classroom and throughout the school. Alperin is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance, currently serves on the taskforce to revise the National Health Education Standards, and is the past-chair of the Health Education Council for SHAPE America, among other volunteer roles. Alperin received her master’s in education in policy, planning, and administration from Boston University and her bachelor’s degree in health education and health promotion from Central Michigan University. She holds the Master Certified Health Education Specialist (MCHES) credential. She lives in New Hampshire with her husband and two daughters. In her free time you can likely find her in the mountains or at the beach enjoying the best New England has to offer.