METHODS & MATERIALS OF TEACHING HEALTH EDUCATION

5570: 423 Spring 2002 (3 credit hours) Wednesdays 5:20 – 7:50 (39 JAR Arena)

 

The University of Akron                                                           

College of Education                            

Dept. of Sport Science and                             

Wellness Education

 

 

Laurie M. Wagner, M.Ed., CHES                                   Office Hours:     T/TH   9:30 - 10:30 PM,

316 White Hall                                                                                 T/TH   1:30 - 3:00PM,

Kent State University                                                                                 or by appointment

(330) 672-7977 (School), (330) 677-5410 (Home)                                          

lyoo@kent.edu

www.personal.kent.edu/~lyoo

 

Prerequisites:                5570:101, 201, 320, 5050:210/211, 5050:310/311

 

TEXT:         -Teaching Today’s Health by Anspaugh, D. J. and Ezell, G., (6th ed. ),(2001). 

    Boston, MA: Allyn and Bacon

                   -Selected readings from Electronic Reserves & Websites.

 

COURSE DESCRIPTION:

 

The course is designed to prepare students to utilize various methods and a myriad of materials when teaching health education.  Topics to be discussed are the history of health education, health programs, health services, health instruction, health appraisals and community resources for health materials.

 

RATIONALE:

 

This course has an expressed purpose to teach health educators to plan, organize, and deliver health content via effective teaching processes in the pre-K, elementary and secondary schools.  Attention will be given to the development of teaching techniques, utilization of instructional media, and evaluation procedures.

 

This course addresses health education in the pre-K through 12 school settings and the concepts and content with an emphasis on the individual learner.  This course meets Ohio, AAHE, and NCATE standards. 

 

COURSE OBJECTIVES:

 

In addition to the National Health Education Competencies cited below, this course provides experiences with the following INTASC standards: 1 (Content) 2 (Human Development and Learning) 3 (Diverse Learners) 4 (Planning Instructional Strategies) 5 (Creating a Learning Environment) 6 (Communication) 7 (Planning the Structure and Sequence of Subject Matter) and 10 (Professional Relationships).

 

SPECIFIC COURSE OBJECTIVES:

 

On successful completion of this course, students will have:

 

 1.   developed a personal, professional philosophy of education, health, and health education,

 2.   written general and specific learning objectives in the cognitive, affective, and psychomotor           learning domains,

3.    prepared daily lesson plans including specific student learning objectives,

4.    complied a health resource file system,

5.    experienced a variety of teaching-learning methods,

6.    evaluated the national health education standards and selected curriculum models,

7.    incorporated sound assessment principles in constructing evaluation instruments,

8.    developed learning activities appropriate for school-based and community-based target     audiences.

9.    analyzed classroom management techniques and evaluated their effectiveness,

10.  participated in field-based hours of observation and instruction of health education,

11.  evaluated the impact of health status on learning,

12.  reviewed principles of developmentally appropriate practice relative to the needs of various           target audiences, 

13.  evaluated personal and societal attitudes and health behaviors in context of race, culture, sex,           age, class, and exceptionality,

14.  discussed strategies for managing community resistance to health promotion programming           focused on controversial issues.

 

 

 

COURSE EVALUATION:

 

A non-competitive point system will be used as follows:

 

          1. Participation & Attendance                  30 points (2 per class)

          2. Exam #1                                         100 points

          3. Exam #2                                         100 points

          4. Presentations                                   100 points (50 points each)

          5. Lesson Plans                                      50 points (25 points each)

          6. Observation Report                            50 points

          7. Health File System                              25 points

                                                                   455 Points Total

 

A = 455 – 410,   B = 409 – 364,   C = 363 – 319,  D = 318 - 273

                                                                  

 

 

 

 

ASSIGNMENT GUIDELEINS:

 

1.       Reading assignments from the text and support materials are listed on the tentative course           schedule and will be discussed as the course progresses.

 

2. Exams:

          There will be one midterm and one final exam. Each of these exams will consist of both           objective and subjective items, and will cover material from text, lectures, handouts,      readings, lessons, etc. There will be a review session prior to each exam.

 

3. Presentations:

        Students will present two health lessons, which includes developing measurable learning         objectives & evaluation materials for each lesson, for a total of 100 points. Specific         Guidelines:

 

        a. Lesson presentations should be 20-30 minutes in length.

                b. This is an actual teaching assignment. Lesson should be conducted as if to the                              target group.

        c. Each student will be videotaped and this videotape will be used for feedback.  During         lesson presentations, each student (those not presenting) is expected to do an         assessment of each lesson presented.  An evaluation form will be used.  Class average         score plus instructor score will be added and the mean becomes your final score.

 

4. Lesson Plans:

 For each lesson taught, you must hand in a lesson plan immediately prior to teaching your lesson. Typed lesson plans must include the following:

 

        a. lesson title,

        b. measurable learning objectives and competencies addressed,

        c. outline of content,

        d. teaching technique,

        e. instructional materials needed,

        f.  evaluation procedures, and

        g. references.  (Very specific instructions will follow.)

 

5. Observation Report: There is one elementary, middle and secondary school field experience         project each student will be responsible to complete.  Compliance with this criterion will require the student to visit pre-K, elementary, middle, or secondary school(s) on ten (10)          separate occasions and type one observation report (1-3 typed double-spaced pages).       School assignments and more details will be given later.  Field experience observations will begin the third week of classes.  The report is due by               .  This assignment is worth           five (50) points.

 

 

6. Graduate Student Report: If taken as a graduate course, students will also complete a 10-       12-page research paper. Please see me if this applies to you.

Tentative Class Meeting Outline:                                           Topic:

 

January 16, 2002                                          Course Overview, Healthy People 2010, Definitions of Health, Health Promotion, Health Education

 

January 23, 2002                                          Leading Causes of Morbidity and Mortality of

Americans, Philosophical Issues in Health Education

(McGinnis, Foege. JAMA, 1993.)

(Chapter 1)

 

January 30, 2002                                          A Focus on Health Issues of School-age Children                                                                                                                            and Youth, YRBSS, Principles of Learning Styles                                                                                                                           (Gardner’s Multiple Intelligence Theory) as a                                                                                                                                  Foundation for Presentation Planning and                                                                                                                                      Implementation                                                                                                                                                                           (Ohio Youth Risk Behavior Survey - Summary, 1999.)                                                                                                                    (Kann, Kinchen, et al. Journal of School Health, 1999.)                                                                                                                                        (Valois, Thatcher, et al. Journal of School Health, 1997.)                                                                                                                  (Grunbaum, Kann, et al.  Journal of School Health, 2000.)

                                                                  

                                                                             šBegin Observations this week!!!

                                                                  

 

February 6, 2002                                           The Role of the Teacher in Health Education, Bloom’s Taxonomy, Learning Objectives, Learning Domains,

                                                                             (Chapter 2)

 

February 13, 2002                                         Planning for Health Instruction, Developmentally Appropriate Practice as a Foundation for Lesson Planning, Assessing Group Needs, Writing a Lesson Plan

                                                                             (Chapter 3)

 

February 20, 2002                                         Strategies for Implementing Health Instruction, Assessing Group Needs, National Health Education Standards, 6 Priority Risk Behavior Areas, The Role Delineation Model

                                                                             (Chapter 4)

 

February 27, 2002                                         Evaluation (Chapter 5)

                                                                   Review for Exam #1

 

 

March 6, 2002                                            EXAM #1                                

 

March 13, 2002                                             Presentations

 

March 20, 2002                                             Presentations                   

 

March 25 – 31 2002                                   SPRING BREAK!!!!  HAVE FUN!!!!!

 

April 3, 2002                                                Presentations

 

April 10, 2002                                               Presentations

 

April 17, 2002                                               Presentations         

 

April 24, 2002                                               Presentations

 

May 1, 2002                                                  Presentations

                                                                   Review for Final                     

 

May 8, 2002                                                                   Exam #2

 

 

 

 

STUDENT ACTIVITIES/INSTRUCTIONAL STRATEGIES:

 

Lecture

Small group discussion

Analysis of videos and educational material

Observations in school settings

Observation reports

Lesson plans

Reading

 

 

This course has the following required experience components:  10 FBE & 20 CBE

 

This course is required for State of Ohio Licensure (Pre K-12).

 

The above information is subject to change.

 

 

BIBLIOGRAPHY:

 

Anspaugh, D.J., Ezell, G. (1995). Teaching Today's Health. Allyn and Bacon.

 

Fodor, J. T., Dalis, G. T. & Giarratano, S. C. (1995).  Health instruction: Theory and application (5th ed.). Philadelphia: Williams & Wilkins.

 

Greenberg, J.S.  (1995) Health Education: Learner-Centered Instructional Strategies, 3rd Edition. WC Brown.

 

Gilbert, G. G. & Sawyer, R. G. (1995).  Health education: Creating strategies for school and community health.  Boston: Jones and Bartlett. 

 

Mandel, S. (1993).  Effective presentation skills: A practical guide for better speaking (Rev. ed.). Menlo Park, CA: Crisp.

 

O'Donnell, M., Ainsworth, T. (1984). Health Promotion in the Workplace. Delmar Publishing.

 

Pollock, M. (1987). Planning and Implementing Health Education in School. Mayfield Publishing.

Additional Resources:

 

Centers for Disease Control. (1993).  Youth risk behavior surveillance - United States, 1993. Morbidity and Mortality Weekly Report. 44 (No.  SS 1).

 

U.S. Department of Health and Human Services (1995).  Healthy people 2000: Midcourse review and 1995 revisions.  Washington, DC: Government Printing Office.

 

U.S. Department of Health and Human Services (1990). Healthy people2OOO: National health promotion and disease prevention objectives.  Washington, DC: Government Printing Office.

 

U.S. Department of Health and Human Services (1993).  School health: Findings from evaluated programs.  Washington, DC: Government Printing Office.