2011 Summer Professional Development Leadership Institute to Healthful Living Education.
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Transcript of 2011 Summer Professional Development Leadership Institute to Healthful Living Education.
Trainers
• Ellen Essick, HIV Policy and Programs Consultant, NCDPI
• Donna Breitenstein, Professor of Health Education, Appalachian State University, Director of the NCSHTC
• Mary Lou Daily, NCDPI, Region 8 IT Consultant
Objectives
By the end of the institute, participants will be able to:
List the serious health risks for children and adolescents
Describe the status of Healthful Living in NC
Provide rationale for the Essential Standards and Revised Bloom’s Taxonomy
Objectives (continued)
Explain Crosswalks as aligned with 2006 NCSCOS
Define functional knowledge and Unpacking as a resource for teachers
Demonstrate and model activities for professional development in LEAs
Identify resources of value to teachers of Healthful Living
• Move to the closest poster• Read the poster, then move clockwise to
subsequent posters, reading each• Select the poster that best represents the
concept about change that resonates with you
• Introduce yourself by school district + job title to group
• Select a spokesperson from your group and share with larger group
Serious Health Risks(Identified by CDC)
• Intentional and unintentional injuries– Suicide or attempts– Violence– “Accidents”
• Lack of physical activity• Use of tobacco• Sexual risk taking• Use of alcohol and other drugs• Poor dietary behaviors
NC Youth Risk Behavior Survey
• Developed by CDC• Given in NC each odd year
since 1995• Used by NC public schools
and public health• Best data on risk taking by
youth www.nchealthyschools.org
• Middle school and high school data
04/21/23 • page 22
Legislative Mandates in North Carolina for Health Education
Alcohol, Tobacco, and Other Drug Prevention, K-
12CPR and the Heimlich
ManeuverThe Healthy Youth Act
Legislative Mandates in North Carolina for Health and Physical Activity
• Bicycle Safety
• Fitness Testing
• Honors Courses in Healthful Living
04/21/23 • page 26
Healthy Active Children’s Policy
• State Board Policy• Requires 30 minutes of physical activity K-8• Requires all LEAs to have a School Health
Advisory Council
04/21/23 • page 27
Statements about Health
• Read the statements about health.
• Conclude they are all false statements about health and fitness.
• Look at the sources of false information about health and fitness.
• Place false statements with the likely source [some may fit multiple categories]
• How do young people access reliable sources of health information?
Concepts about Health
• Health is multi-dimensional
• Health is a positive state
• Health is dynamic
• Health is an instrumental value
Health, Fitness, and Academics
• Eating breakfast
• Physical activity
• Stress management
• Adequate sleep
• Avoiding alcohol, tobacco, other drugs
• Preventing STDs and unintended pregnancy
Curriculum Strands in Health Education
• Mental and Emotional Health• Personal and Consumer Health• Interpersonal Communication and
Relationships• Nutrition and Physical Activity• Alcohol, Tobacco, and Other Drugs
Curriculum Strands in Physical Education
• Motor Skill Development
• Movement Concepts
• Health-Related Fitness
• Personal and Social Responsibility
Organization of Strands
• Work with other people on assigned strand
• Skim the strand to recognize important topics for content and skills
• Create a “Tweet” of 140 characters
• Share with larger group
Learning in Health Education
and Physical Education
Health Education:oCognitiveoAffective
oPsychomotoroBehavior/action
Physical Education:oCognitiveoAffective
oPsychomotor
Revised Bloom’s
Taxonomy
• Essential Standards in Health Education and Physical Education are based on the taxonomy approved by the State Board of Education
• Process is guided by Department of Public Instruction
Changes in Health Education and Physical EducationClarifying Objectives: from Bloom’s to Revised Bloom’s
•Clarifying objectives have only one verb•Verbs in CO are aligned with verbs in ES•Verb create is the highest level of learning•Verbs enhance assessment and accountability
Matching Activity
• Work with others• Arrange the verbs for Essential Standards into a
hierarchy (remember at top)• Match verbs for clarifying objectives in alignment
with verbs for Essential Standards• Check your work with the answer sheet• Match new clarifying objectives in Health and P.E.
Coding of Essential Standards and Clarifying Objectives
Kindergarten – 9
MEH = Mental and Emotional Health
Number of standard
Number of clarifying objective
Examples of Coding of Essential Standards and Clarifying Objectives
5.PCH.2.2 =
PE.2.HF.3.1 =
PE.9.PR.4.2 =
K.ICR.1.1 =
7.NPA.4.2 =
PE.3.MS.1.4 =
6.ATOD.3.2 =
PE.1.MC.2.3 =
4.MEH.1.2 =
Crosswalks • Crosswalks indicate how Essential Standards
are aligned with 2006 NCSCOS• Treasure hunt for alignment• Addition of Healthy Youth Act objectives
Healthy Youth Act• Replaces Teach Abstinence Until Marriage• Includes teaching of abstinence as a
positive choice• Requires teaching of prevention of STDs
(including HIV), unintended pregnancy, and prevention and reporting of sexual assault and abuse
• Requires teaching FDA-approved methods of prevention (condoms and contraceptives)
Healthy Youth Act Requirements
in the Essential Standards
• Abstinence education 7, 8, 9
• Prevention of STDs (HIV, HPV) 7, 9
• FDA-approved methods disease prevention 7, 9
• Prevention of pregnancy 8, 9
• FDA-approved contraception 8, 9
• Prevention of sexual assault and abuse 7, 9
• Reporting of sexual assault and abuse 7, 9
HB 1757Essential Standard related to
assessment of fitness:
Understand the importance of achieving and maintaining a health-enhancing level of physical fitness.
• PE.4.HF.3.1• PE.5.HF.3.3• PE.6.HF.3.1• PE.6.HF.3.3• PE.7.HF.3.1• PE.7.HF.3.3• PE.8.HF.3.1• PE.8.HF.3.3• PE.9.HF.3.1
04/21/23 48
Unpacking• Receive assignment for learning about
Unpacking for one clarifying objective• Read the Unpacking section and identify
functional knowledge needed for goal setting or decision making
• Fill in steps for making a healthy decision or setting a personal goal
• Be prepared to share to another group
Modeling Best Practice
• You and a partner will be given an activity to teach content or a skill in Healthful Living Education
• You will be given 20 minutes and all the materials needed to plan the activity
• Presentations are 10 minutes• Team de-briefs• Positive feedback given
Resources• Evidence-based prevention
education • Successfully Teaching Middle
School Health and Successfully Teaching High School Health
• K-5 Lesson Plans www.nchealthyschools.org
• Lesson Plans in the Healthy Youth Act
• PE Metrics• SPARK PE
04/21/23 • page 51
Wordle
• On laptop, google www.wordle.net• Click on “create”• Work with your group to create a wordle,
emphasizing concepts that you have learned over these two days
• Place on the flash drive to show to larger group• Explain rationale for selection
04/21/23 • page 52