EMPOWER STUDENTS BY
TEACHING CONTENT AND
SKILL
Mary Connolly
Program Chair, Health and Family Consumer Sciences, Cambridge College
Health Education Consultant
GOAL OF THE SESSION
To learn how to empower students to develop and maintain healthy behaviors
by acquiring functional knowledge and learning and practicing skills.
TO EMPOWER YOUTH
• Involve students in instruction
• Provide positive role models
• Teach knowledge and skills
• Provide time and opportunity to demonstrate accomplishments
• Involve students in peer-based programs
http://mypeer.org.au/planning/what-are-peer-based-programs/theory/youth-empowerment/>
CONNECTION TO SPORT
One of the best ways to help athletes build real self-confidence is through the
mastery of skill followed by a demonstrated ability to perform these skills in
competitive settings in first practice and then games
http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html
SUPPORT FROM RESEARCH
Boys, Girls, and Communication: Their Views, Confidence and Why These Skills Matter
Online survey of 6865 boys and girls, aged 8-16 from 47 English Schools and one
school in Wales.
• 83% of boys and 86.4% of girls strongly agreed that good communication skills are the
most important skills to have.
• 88.3% of boys and 87.9% of girls agree that good communication skills give them more
confidence in social situations.
• 70% of boys and 61.6% of girls have overall confidence in saying “no” to friends.
Clark, Christina. (2011) Boys, girls and communication: Their views, confidence and why these skills matter. London:
National Literacy Trust
THE KEY TO EMPOWERMENT
National Health Education Standards performance indicators
NATIONAL HEALTH EDUCATION
STANDARDS
• Standard 1-Comprehend concepts related to health promotion and disease
prevention to enhance health.
• Standard 2-Analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors.
• Standard 3-Students will demonstrate the ability to access valid information and
products and services to enhance health.
• Standard 4-Demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
National Health Education Standards, Achieving Excellence
NATIONAL HEALTH EDUCATION
STANDARDS
• Standard 5-Demonstrate the ability to use decision-making skills to enhance health.
• Standard 6-Demonstrate the ability to use goal-setting skills to enhance health.
• Standard 7-Demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
• Standard 8-Demonstrate the ability to advocate for personal, family, and
community health.
National Health Education Standards, Achieving Excellence
PERFORMANCE
INDICATORS
PreK-2
3-5
PreK-2
Identify
Recognize
Describe
List
Demonstrate
Differentiate
Encourage
Make requests
List
Predict
Choose
Set a goal
Identify
Demonstrate
Express opinions
Grades 3-5
Describe
Identify
Analyze
National Health Education Standards, Achieving Excellence
Encourage
PERFORMANCE
INDICATORS
Grades 6-8
6-8
9-12
Analyze
Explain
Examine
Describe
Access
Determine
Locate
Apply
Demonstrate
Identify
Distinguish
Predict
Choose
Develop
Implement
Formulate
Evaluate
Propose
Compare and
contrast
Formulate
Adapt
Use resources
Determine
Access
Use skills
Assess
Use norms
Work
collaboratively
Demonstrate
Examine
Justify
Generate
alternatives
Defend
Grades 9-12
Predict
Describe
Analyze
Develop
Implement
National Health Education Standards, Achieving Excellence
HOW DO WE TRANSLATE
PERFORMANCE INDICATORS INTO
ASSESSMENT AND INSTRUCTION?
Bicycle safety
12
FIVE EASY STEPS TO TEACHING A SKILL
1. Examine data
2. Select and infuse a National Health Education Standard 1 performance indicator
with content.
3. Select and infuse a National Health Education skills standard (Standards 2-8)
performance indicator(s) with content.
4.
Plan a performance task
5. Plan lessons before and after the performance task
Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010
STEP 1
EXAMINE THE DATA
BICYCLE SAFETY STATISTICS
• 9 out of 10 bicycle riders who die in crashes are not wearing helmets. 2
• Bicycle helmets are 85-88% effective in reducing head and brain injuries
• 70 % of all fatal bicycle crashes involve head injures.
• Only 20-25% of all bicyclists wear a bicycle helmet. 1
• Children under the age of 14 account for 13% of bicycle fatalities. 3
1. http://trafficsafety.org/safety/sharing/bike/bike-safety-everyone/bicycle-helmets
2. http://www.nationwidechildrens.org/cirp-bicycle-helmets
3. http://trafficsafety.org/safety/sharing/bike/bike-facts/bike-injuries-fatalities
EXAMINE THE DATA
• Bicycle helmet use
• Elementary
• Middle School
• Highest non-usage - Dallas
• 91.3% of middle school girls do not wear helmets
• 93.1% of middle school boys do not wear helmets
• Lowest non-usage – San Francisco
• 38.6% of middle school girls do not wear a helmet
• 43.9% of middle school boys do not wear a helmet
• High School
• 85.9% of females do not wear helmets
• 88.8% of males do not wear helmets
CDC – Youth Online – YRBSS
www.cdc.gov
STEP 2
SELECT AND INFUSE A NATIONAL
HEALTH EDUCATION STANDARD 1
PERFORMANCE INDICATOR WITH
CONTENT
STANDARD ONE INFUSED
PERFORMANCE INDICATORS
Elementary
Middle School
High School
1.5.4 Describe ways to prevent
common childhood injuries
and health problems related
to riding a bicycle.
1.8.5 Describe ways to reduce
or prevent injuries and other
adolescent health problems
resulting from riding a bicycle
1.12.5 Propose ways to reduce
or prevent injuries and health
problems resulting from riding
a bicycle
National Health Education Standards, Achieving Excellence
STEP 3
SELECT AND INFUSE A NATIONAL
HEALTH EDUCATION SKILLS STANDARD
(STANDARDS 2-8) PERFORMANCE
INDICATOR(S) WITH CONTENT.
STANDARD SEVEN INFUSED
PERFORMANCE INDICATORS
Elementary
Middle School
High School
7.5.3 Demonstrate a variety of
behaviors that avoid or
reduce health risks related to
bicycle safety
7.8.3 Demonstrate behaviors
that avoid or reduce health
risks to self and others when
riding a bicycle
7.12.3 Demonstrate a variety
of behaviors that avoid or
reduce health risks to self and
others when riding a bicycle
National Health Education Standards, Achieving Excellence
LET’S PUT THE PERFORMANCE
INDICATORS TOGETHER BY GRADE
SPAN
INFUSED PERFORMANCE INDICATORS
THAT INCREASE SKILL AND DECREASE
THE RISK FACTOR OF UNINTENTIONAL
INJURIES
Standard 1
Standard 7
• 1.5.4 Describe ways to prevent
common childhood injuries and
health problems related to riding a
bicycle.
• 7.5.3 Demonstrate a variety of
behaviors that avoid or reduce
health risks related to bicycle safety
National Health Education Standards, Achieving Excellence
INFUSED PERFORMANCE INDICATORS
THAT INCREASE SKILL AND DECREASE
THE RISK FACTOR OF UNINTENTIONAL
INJURIES
Standard 1
Standard 7
• 1.8.5 Describe ways to reduce or
prevent injuries and other
adolescent health problems
resulting from riding a bicycle
• 7.8.3 Demonstrate behaviors that
avoid or reduce health risks to self
and others when riding a bicycle
National Health Education Standards, Achieving Excellence
INFUSED PERFORMANCE INDICATORS
THAT INCREASE SKILL AND DECREASE
THE RISK FACTOR OF UNINTENTIONAL
INJURIES
Standard 7
Standard 1
• 1.12.5 Propose ways to reduce or
prevent injuries and health
problems resulting from riding a
bicycle
• 7.12.3 Demonstrate a variety of
behaviors that avoid or reduce
health risks to self and others when
riding a bicycle
National Health Education Standards, Achieving Excellence
STEP 4
PLAN A PERFORMANCE TASK
THE PERFORMANCE TASK IS A
PLANNING TOOL FOR THE AUTHENTIC
ASSESSMENT OF CONTENT AND SKILL
IN A UNIT
1.
2.
3.
4.
5.
6.
7.
8.
ELEMENTS OF A PERFORMANCE
Risk factor data
TASK
Which State Standard(s) does this performance task address?
Content – Select a Standard1 performance indicator from the appropriate grade span.
Infuse the performance indicator with content
Assessment
Instruction
Skills – Select a skills performance indicator from the appropriate grade span
Infuse the performance indicator with content
Assessment
Instruction
Curricular connections: What other subject areas does this project support?
Project Description:
Write a prompt based on the performance indicators.
Provide a challenge that describes the requirements of the project.
Rubric
Back up information for the student
Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010
AUTHENTIC ASSESSMENT OCCURS
WHEN STUDENTS DEMONSTRATE WHAT
THEY HAVE LEARNED AND ARE ABLE
TO DO
BACKWARDS DESIGN LESSON PLAN
Step 1. What do you want the students to know?
Standard 1 infused performance indicator
Assessment
Step 2. What do you want the students to do?
Standard 2-8 infused performance indicator
Assessment
Step 3. Instruction (activities, strategies, etc.) How are you going to achieve the
performance indicators?
Step 4. How can I improve this lesson?
Additional considerations
Strategies for integrating
SPED
ELL
Students from diverse backgrounds
Technology
Home work
Interdisciplinary connections
Opportunities for parent participation
Opportunities for parent/community involvement
Teacher resources needed
Student resources needed
Cambridge College – EHE620 – Implementing Curriculum in the Health Classroom
To empower students to become confident, teach functional health content
and National Health Education skills then provide practice time for acquisition.
CONNECTION TO SPORT
• One of the best ways to help athletes build real self-confidence is through
the mastery of skill followed by a demonstrated ability to perform these skills
in competitive settings in first practice and then games
http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html
To learn how to empower students to develop and maintain healthy behaviors
by acquiring functional knowledge and learning and practicing skills.
MARY CONNOLLY
PROGRAM CHAIR, HEALTH AND
FAMILY & CONSUMER SCIENCES,
CAMBRIDGE COLLEGE
HEALTH EDUCATION CONSULTANT
AUTHOR, SKILLS-BASED HEALTH
EDUCATION
CONNOLLY_MARY@HOTMAIL.COM