HPER 4120: Teaching Skills and Strategies for Health Education (Secondary)
Fall 2007
Professor:
Marianne Frauenknecht, PhD
Office:
4024-6 Student Recreation Center
Office Hours: Tuesday & Thursday 2:00-4:00 and by appointment
Office Phone: (269) 387-2673
Office FAX: (269) 387-2704
Email: m.frauenknecht@wmich.edu URL: http://homepages.wmich.edu/~frauenkn/
Program pages: http://www.wmich.edu/coe/hper/schoolhealth/index.htm
Course Location: SRC 3013
Course Credit: 3 semester hours (Lecture/Lab)
CoursePrerequisites: HPER 3120
Required Text
Frauenknecht, M. (2007). HPER 4120 Coursepack. Western Michigan University, Kalamazoo,
MI.
Catalog Description
This lecture/lab course is “designed to provide information and experiences that enable students
to design and implement effective health education strategies in a school setting.”
Course Goals
This course is intended to help school health education majors and minors develop the following
competencies:
 planning health instruction and related learning opportunities by designing level-specific
programs and preparing grade-specific lesson plans and materials;
 implementing health instruction and related learning opportunities to a classroom setting
during a 20-hour school-based practicum. Specifically, candidates will apply primary
teaching strategies used in health education; and deliver lessons that synthesize student
outcomes, specific content, teaching strategies, student activities, and materials for all student
abilities.
 engage in professional development skills and create electronic documents that demonstrate
professional health education competencies.
Specific Candidate Competencies
1. Design and plan educational programs based on a needs assessment.
2. Exhibit competence in planning and implementing health education programs consistent with
specified program goals and objectives.
3. Infer enabling objectives as needed to implement instructional programs in specified settings.
4. Select developmentally appropriate and culturally-sensitive methods and media best suited to
implement program plans for diverse learners based on abilities and previous experiences.
5. Monitor educational programs, adjusting objectives and activities as necessary.
6. Develop and carry out plans to assess achievement of program objectives.
7. Select and disseminate effective resource materials for health education.
8. Select a variety of communication methods and techniques that provide accurate and relevant
health information.
9. Manipulate electronic documents and use computer-technology to assist in the teachinglearning process and professional development.
10. Recognize and self-evaluate their abilities as a health education teacher candidate.
Course Assignments
A. Classroom Participation and Participation Report (Individual -- 70 points)
Candidates are required to regularly attend and participate in one local secondary health
education class for a minimum of 20 hours throughout the semester. Candidates will be
required to contact the school and health education teacher for placement consideration using
contacts from the list to be distributed. Candidates who wish to participate with teachers at
schools not on the list must gain prior approval from the course instructor before contacting
the teacher/school.
Assignment: Candidates are required to observe health education classes (not life
management, physical education, home economics, etc.) in local public or private schools.
Students will observe the following number of hours:
 School Health Education Major 312: 20 hours; 412: 20 hours; 352: 10 hours
 School Health Education Minor 312: 20 hours, 412: 20 hours
To complete the assignment, students must, without exception, document the following
information:
a. Use a computer-generated log sheet to document observed classroom hours including
dates, beginning and ending times of each class session observed, data collection
techniques, and teacher/mentor signature for each visit (see sample log sheet on CD);
b. Each observed class session must include a specific and systematic data collection
technique. Candidates must use each of the six types of observational techniques at least
once to evaluate health education class sessions (i.e., anecdotal records, binomial
checklist, seating chart-at-task, seating chart-verbal flow, seating chart-movement, and
selective verbatim (one of which MUST include data of class communication that is
NOT inclusive to ALL social groups). Candidates should also note student-teacher
interactions, teaching strategies and activities, materials used, and the process employed.
Students who are asked to become involved with the instruction of the class should note
their activities using “anecdotal records.” All "raw data" must include the date, class
times, and the data collection technique used; this data must be included with the report.
c. A (minimum) 3 to 5-page summary report over all (accumulative) of the observations
should describe student’s evaluation of the teaching-learning situations. Candidates must
integrate data into the discussion of the observational experience and their evaluation of
the semester as well as draw inferences generated from their observations and
participation activities. This assignment must be completed individually.
d. A list of approved partner schools will be provided. Candidates who want to observe at
other schools must have these cleared prior to observations.
e. Activities outside of health education classes that are “in session” do not count toward the
time accumulated at schools. Teachers’ planning period, lunch, and other school-related
responsibilities are not to be included in the log or count toward the 20-hour requirement.
B. Block Plan (Individual or Group -- 60 points)
Candidates will be assigned to a specific school for their field experience and will develop a
semester-long block plan for a secondary health education class with the help of their mentor
teacher. This plan must be developed using a computer-generated program and include
topics, subtopics, and benchmarks that reflect the Michigan Health Content Standards. In
addition, candidates must include an introductory section that describes the community and
school as well as the logistics of the program such as enrollment, economic levels, studentteacher ratio, racial diversity, school’s mission statement, course requirements, number of
weeks, number of sessions per week, time per class. (See greatschools.net and schoolmatters.com)
C. Teaching Unit (Individual Assignment -- 100 points)
Candidates will be responsible for developing a series of lesson plans within a teaching unit
for a specific health content area. This will be based on the block plan from their field
experience. This unit must be equivalent to 3, 80-minute lessons; 4, 60-minute lessons; or 5,
50-minute lessons (240-250 total minutes).
 The “unit plan” contains a typed list of benchmarks and performance indicators for the
entire series of lesson plans based on MI Health Content Standards (This will be graded
as a separate assignment.);
Each lesson plan must include the following components:
 The following instructional sequence components (separate assignment for each LP):
 anticipatory set,
 state objectives,
 stimulate recall,
 present stimulus material (content outline of all information),
 provide learning guidance,
 elicit performance,
 provide feedback,
 evaluate students,
 conclusions (provide for retention/transfer)
 Each of the lesson plans must incorporate one of the seven student-based standards
(Applying Concepts, Analyzing Influences, Accessing Information, Advocating,
Communicating, Problem Solving/Decision Making, Goal Setting, Managing Self)
 Each of the lesson plans must incorporate one of the five teaching strategies (Clarifying
Values, Problem Solving/Decision Making, Role Playing, Question Asking, Group
Processing/ Cooperative Learning). All five strategies must be used throughout the unit
after appropriate in-class instruction is provided.
 Each of the lesson plans must include any educational media used, including computergenerated PPT notepages (candidates must use PowerPoint to generate transparency
masters and include the notepages in the lesson plan). Materials that are required for
each lesson must also be listed and provided.
 Each of the lesson plans must address an “inclusion concern,” or a description of
modifications you would make in this lesson to address learning disabilities. Each lesson
must describe one of the following inclusion concerns, but all of these must be addressed
in at least one lesson throughout the unit: visual-hearing, intellectual, motoric, socialemotional, and socioeconomic.
 All resources used to create lesson plans, including PowerPoint materials, must be
referenced. Failure to reference materials or identify quoted text will be considered a
violation of appropriate student conduct and dealt with accordingly (see Policy on
Academic Honesty).
D. Teaching Methods Demonstration (Individual Assignment -- 15 points)
Each candidate will be required to demonstrate one of the four teaching methods focused on
during this course. These include group process, problem solving, values clarifying, and role
playing. Candidates will be selected to implement an activity that demonstrates the teaching
strategy from one of the lesson plans to the class. Selection will be based on application and
innovation of method described in lesson plan.
E. Health Lesson Implementation (Individual -- 150 total points)
Candidates must teach one (or two) lesson(s) that is/are equivalent to 80 minutes of
instruction for the secondary health class at their field placement. This lesson should be one
of the lessons developed from their unit plan. Candidates are evaluated on the planned lesson
as well as their implementation of the lesson. This assignment includes the following
components:
 a list of benchmarks and performance indicators for the lesson plan based on MI Health
Content Standards and Benchmarks;
 a lesson plan that includes a cover page, all the steps of the instructional sequence
described in detail, the PowerPoint note pages, as well as modifications to the lesson
plan that detail how each special student population will be integrated into
instruction;
 an experiential teaching strategy that focuses on functional knowledge, one of the seven
skills (listed above), and one of the five teaching strategies (listed above);
 some form of educational media used during the lesson (e.g., videotape, overhead
projection acetates developed from PowerPoint slide masters, computer-generated PPT
presentation, or internet-based instruction);
 A videotape of the entire lesson(s) and a typed self-evaluation of this lesson using the
form provided (worth 25 points). Videotapes must be visible and audible; any tapes that
cannot be viewed will not be accepted. (Test/re-test equipment prior to taping the lesson.!)
Credit for this assignment will not be given without verification of recorded lessons.
 A teacher evaluation of the lesson plan and implementation (worth 25 points).
F. Portfolio and Matrix Guidelines for Majors or Minors (Individual –60 points)
Each student must complete an electronic portfolio (E-portfolio) for health education based
on the nine Michigan and seven national professional standards for health education
teachers. The e-portfolio must contain the following (also see Portfolio and Matrix
Guidelines and Portfolio Rubric for majors and minors in the Evaluation Docs folder):
 Standards Matrix (worth 30 points) that graphically illustrates the documents in the
portfolio and a process self-evaluation and self-reflection; and
 Significant documentation of responsibilities through personally developed artifacts
presented in electronic copy only (worth 30 points). Documents that include the
candidate’s name will be credited…in other words, if your name does not appear on the
document, it will not be assumed that you developed the document.
G. Examinations (Individual -- 100 points)
1. Midterm (50 points)
2. Comprehensive Final Exam (50 points)
Grading Scale
Assignment:
Block Plan (Group)
Unit Plan Objectives (Individual)
Teaching Methods Demonstration
*Teaching Unit (Individual)
*Health Lesson Implementation (LP)
*Participation Reports (Individual)
E-Portfolio (Individual) and Matrix
Exams
Attendance (1 point @ 25 sessions)
TOTAL POINTS
Points:
60
20
15
100
150
70
60
100
25
600
~Weight:
10.0 %
3.3 %
2.5 %
16.7 %
25.0 %
11.6 %
10.0 %
16.7 %
4.2 %
100.0 %
SCALE:
A (92-100)
BA (88-91.5)
B (82-87.5)
CB (78-81.5)
C (70-77.5)
DC (65-69.5)
D (60-64.5)
E (< 59%)
Course Requirements and Evaluation Policies
Minimal Competency. Because this is a methods or process course, students are required to pass
this course by demonstrating minimal competency or a 70% ("C") to be considered for an
internship placement. Students must complete all course assignments to receive
course credit. Course assignments marked (*) must also be demonstrated at minimal ("C" or
70%) competency. Candidates who do not complete course assignments identified (*) must
resubmit assignments according to a deadline established by the instructor. (The resubmitted
assignments will not receive full point value.) Additionally, failure to successfully complete this
course with a “C” or better will require that a student retake the entire course.
Extra Credit. Periodically throughout the course, candidates will be given opportunities to
complete optional but relevant assignments for “extra credit” (EC). EC is used to offset
measurement error and to provide candidates with options to improve grades. EC points are
worth one-half of the value of required points, so that for every two EC points, one point will be
added to the candidates’ cumulative grade, up to but not exceeding 10% of the total possible
points. In addition, candidates who fail to complete any one assignment will not be rewarded
with EC points. In other words, no extra credit points will be granted if all assignments are not
completed when due.
Attendance Policy. (Individual -- 1 points per session = 25 points) An attendance policy will be
applied that rewards candidates who attend class. Excused absences for illness will be excused
only with documentation if candidate’s notify the instructor PRIOR to class. Candidates are
also responsible to arrange makeup material within one week. No candidates will be allowed to
reschedule exams without communication with the instructor prior to the exam and without
appropriate documentation.
Late Assignments. Candidates must complete all of the course requirements by the respectively
assigned dates to receive credit. In addition, candidates must attend class for the full session on
all days assignments are due. Failure to comply with assignment due dates will result in loss of
credit for respective assignments.
Learning Disabilities. Candidates with diagnosed learning disabilities are encouraged to access
Student Services and then present documentation to the instructor for appropriate instructional
accommodations.
Class Conduct. Disruptive or disorderly student behavior that substantially threatens, harms, or
interferes with will not be tolerated. Faculty may require a student to leave the classroom when
her/his behavior disrupts the learning environment. A student who is responsible for continual
disruptive behavior in the classroom may be administratively withdrawn from the course. Use of
cell phones during class will not be tolerated.
Policy on Academic Honesty
Each candidate is responsible for making them self aware of and understanding the policies and
procedures in the Undergraduate Catalog (pp. 274-276) [Graduate (pp. 25-27)] that pertain to
Academic Honesty. These policies include cheating, fabrication, falsification and forgery,
multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe
you have been involved in academic dishonesty, you will be referred to the Office of Student
Conduct. You will be given the opportunity to review the charge(s). If you believe you are not
responsible, you will have the opportunity for a hearing. You should consult with me if you are
uncertain about an issue of academic honesty prior to the submission of an assignment or test.
Candidates in the health education program will do original work and will not academically
profit from the efforts of another person. This includes work done on quizzes, tests, projects or
other assignments. Candidates who use unauthorized resources on tests, plagiarize on written
assignments, or give other students papers or assignments not authorized by the instructor will be
punished to the full extent of WMU’s policy. Collaborative work will be assigned by the
instructor and clearly identified as such; all other work must be your own.