Undergraduate Health Education – Teaching Major Student Outcomes

Undergraduate Health Education – Teaching Major
Student Outcomes
University of Northern Iowa, School of HPELS
Division of Health Promotion and Education
Student Learning Outcomes Aligned with the INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGE--Understands the central concepts, learning theories, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students.
1. Demonstrate knowledge of comprehensive school health education.
2. Examine various definitions of health.
3. Recognize the interrelationship of the components of health.
4. Create organized learning experiences in health that help students develop the knowledge, attitude, and
skills necessary to adopt and maintain health-enhancing behaviors.
Principle #2: LEARNING AND DEVELOPMENT--Understands how students learn and develop, and can
provide learning opportunities that support their intellectual, social and personal development.
1. Design health education instructional materials and engaging activities that match physical, emotional,
social, and intellectual needs of students.
2. Apply the learning theories of Bloom’s Taxonomy in designing instructional lesson plans and engaging
activities in health education.
Principle #3: DIVERSE LEARNERS--Understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
1. Create culturally appropriate health learning materials.
2. Modify health curriculum to meet the needs of diverse learners within a regular education classroom
Principle #4: INSTRUCTIONAL STRATEGIES--Understands and uses a variety of instructional strategies to
encourage students' development of critical thinking, problem solving, and performance skills.
1. Create organized learning experiences for health that help students develop the knowledge, attitude, and
skills necessary to adopt and maintain health-enhancing behaviors.
2. Create a variety of appropriate and engaging health activities and use a variety of methods.
3. Match health activities to selected learning outcomes.
4. Gather a variety of materials useful for teaching health. (technology based websites and materials,
instructional strategies, lesson plans, etc.)
Principle #5: CLASSROOM MANAGEMENT--Uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation.
1. Create a health classroom that engages the learner in positive social interaction, active learning, and selfmotivation.
2. Demonstrate in writing ways teachers can plan and implement various techniques used for managing the
health classroom.
Principle #6: COMMUNICATION--Uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
1. Orally share information with others in the area of health.
2. Process information by listening to and observing others.
3. Recognize the impact of personal appearance as a means of nonverbal communication to students,
families, administrators, and colleagues.
Principle #7: PLANNING INSTRUCTION--Plans instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
1. Develop knowledge-based, skill-based, and affective oriented health learning outcomes to help students
adopt and maintain health-enhancing behaviors.
2. Adapt learning plans to meet the needs of individuals and groups.
3. Create daily lesson plans for health utilizing various methods and strategies of teaching. (discussion,
cooperative learning, role playing, brainstorming, debate, decision-making, demonstrations, computerassisted instruction, etc.)
4. Produce instructional activities and lesson plans for health based upon district, state, or national content
Principle #8: ASSESSMENT--Understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the learner.
1. Recognize the relationship between teaching and assessment.
2. Recognize a variety of assessment strategies to evaluate learning experiences in health.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--Is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out opportunities to grow professionally.
1. Motivate others to adopt and maintain health-enhancing behaviors.
2. Reflect upon lessons and interactions with students and colleagues, evaluate results of
work done, and make changes based upon the results.
Principle #10: SCHOOL-COMMUNITY RELATIONS--Fosters relationships with school colleagues, parents,
and agencies in the larger community to support students' learning and well-being.
1. Be aware of and begin to participate in parent/teacher groups; local, state, and national professional
health organizations; and local community organizations that promote the goals of education and health
2. Utilize district, state, or national standards in the area of health and use these guidelines in preparing to
3. Present themselves to the school and community as individuals knowledgeable in the methods of
teaching health.
Principle #11: USE OF TECHNOLOGY--Integrates the computer and other high and low technology into
classroom teaching activities, assessment and/or documentation.
1. Identify ways of appropriately integrating technology in health.
2. Use an array of available technological tools to teach health.
3. Use the Internet for developing health lessons.