Positively Aging® Program
The University of Texas Health
Science Center at San Antonio
Michael J. Lichtenstein, Principal Investigator
Carolyn Marshall, Project Director
Linda Pruski, Education Specialist
MaryAnne Toepperwein, Education Specialist
Olivia Lemelle, Graphic Designer
Yan Liu, Programmer Analyst
Cheryl Blalock, Research Associate
Kacy VandeWalle, Medical Intern
Steve Owen, Statistician
Wen Wang, Collaborator
Xue Wang, Collaborator
http://teachhealthk-12.uthscsa.edu
We thank you for the
opportunity to be here!
[感谢有机会来到这里]
Positively Aging® Program
The University of Texas Health
Science Center at San Antonio
Day 1 Discussion Topics:
Introduction to Positively Aging®
Program
American Education System
Process of Curriculum Development
Introduction to Positively
®
Aging Program
A history:
1993-2005
Positively Aging® Home
San Antonio, Texas, U.S.A.
UTHSCSA
The University of Texas Health
Science Center at San Antonio
Main campus
Positively Aging®
Curriculum is…
(积极成长计划课程是….)
an innovative curriculum that
helps teachers infuse lessons
from health and aging research
into their regular coursework.
National Institutes of Health
(国家健康科学院)
• National Center for
Research Resources
• National Institute on
Aging
• National Institute of
Dental and
Craniofacial Research
• National Heart Lung
and Blood Institute
Collaborative Curriculum
Development
(协力合作编写教程的发展)
Positively Aging®/M.O.R.E. Curriculum
Secondary Teachers
UTHSCSA Researchers
Teacher Writers and Staff
Summer 2004
(编写教师和工作人员)
Positively Aging ®/M.O.R.E.
Goals
(积极成长计划的目标)
To help teachers . . .
prepare and implement researchbased curricular materials that
explore interdisciplinary
opportunities in gerontology,
physiology and health
prepare students to make critical
health decisions for extending and
enhancing their lives
Positively Aging ®/M.O.R.E.
Goals
(积极成长计划的目标)
To help teachers . . .
develop sensitivity to the needs
and concerns of the aging
population
foster an enduring interest in
scientific research and medical
careers
From an Idea to a Team
(从设想到一个队伍)
1993 1 teacher writer, 2 researchers
[4 team members]
1994- Private Funding
1996 4-7 teacher writers, 20 researchers
Pilot Materials
[5 team members]
1997- SEPA Phase 1 Grant
2000 “Controlled Trial” to Evaluate Materials;
Teacher Training
[7 team members]
2000- SEPA Phase 2 Grant
2003 Disseminate Materials; Teacher Training
[10 team members]
2003- SEPA & MKITS Grant
2008 16 teacher writers, 40+ researchers
Pilot Materials/Evaluation; Teacher Training
(项目创立--评估--传播)
Create
Disseminate Evaluate
Science as a Social
Enterprise
(科学正如社会的企业)
• Project 2061
– AAAS long term initiative
– Reform K-12 education in
natural and social science,
mathematics and
technology
• Science for All Americans
– 1990
• Benchmarks for Science
Literacy
• Blueprints for Reform 1998
Halley’s Comet - 1985
Project 2061 Logo
Why AGING in school?
(为什么把老年化带入学校)
• Aging begins from the
moment we’re born
• Making healthy choices as we
age may increase longevity
and quality of life throughout
the lifespan
“Every Teacher is a
Health Teacher”
(每个老师都是一个教健康老师)
• In many American schools, middle
school health is not taught
• This program teaches standardsbased content and skills with healthrelated themes
• Every teacher can teach health
topics
Match Gerontologic Examples
to Curricular Elements
(把老年医学的例子运用到课程中去)
• Gerontology example:
– Bone mineral density
• Curricular elements:
– Concept: Density
– Skill: Measurement (Mass, Volume)
• Example:
– Bone Specimen Lab
Unit 12 “Give Your Bones A Break”
Activity 4B: Determination of Bone
Density with Bone Specimens
(单元12
4b
让你的骨头休息一下)
用骨头样品去决定骨头密度
GROUP DATA COLLECTION SHEET
Original Positively Aging®
Interdisciplinary Units
(最初的积极成长计划的跨学科单元)
1 A Look at Me
7 You Are What You Eat
2 A Look at Them
8 Nutrition and Aging
3 It’s All In Your Mind
9 Watch Your Mouth
4 My Older Friend
10 Diabetes and Aging
5 Our Aging World
11 Embracing Diversity
6 Vision & Hearing
12 Give Your Bones a Break
Create
Evaluate
(项目创立--评估)
1997-2000 – NCRR/NIA/NIDCR - 1-R25-RR-12369
Science Education Partnership Award
“Positively Aging®” – Phase I Application
Ongoing Validation of
Curriculum Effectiveness
(正在进行的教程有效性的确认)
• Quantitative:
– Pre and Post Testing
– Website utilization
– Comparative Studies
• Qualitative:
– Attitudinal surveys/drawings
– Teacher anecdotal information
Evaluation
(评估)
• 1997-2000
• Qualitative
outcomes
– Drawings
of elders
– Sentence
completion
• Quantitative outcomes
– Pre- and Post-testing
Pre/Post Test Results
Quantitative Evaluation
(之前/之后的测试结果量评估)
Unit 5 Pre/Post Test Scores
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre Test
Post Test
Intervention
Control
Help the NIA Positive Drawing
(积极的图画)
Help the NIA Neutral Drawing
(中性的图画)
Help the NIA Negative Drawing
(消极的图画)
Positively Aging® Response Rate
at Baseline and Follow Up
in Control and Intervention Schools
(参加积极成长计划两种学校的人数百分比)
Response Rates - NIA Drawings
100%
90%
80%
79%
83%
69%
70%
61%
60%
60%
55%
50%
40%
30%
20%
10%
0%
Baseline
Follow Up
Intervention
Control
Paired Drawings
Drawings – Intervention School
(N=782)
(图画在干涉学校统计（总人数782))
Follow-up
Baseline
Positive
Neutral Negative
Total
Positive
14.5%
11.5%
2.2%
28.1%
Neutral
17.4%
25.5%
6.1%
49.0%
6.1%
10.9%
6.0%
23.0%
38.0%
47.8%
Negative
Total
14.2% 100.0%
Positively Aging® Curriculum
Contributed to Change Towards
Positive Images of Older People
(两种学校关于老人的积极图像的变化)
Change in Drawings from Baseline to Followup
40%
35%
30%
25%
20%
15%
10%
5%
0%
Baseline
Intervention Positive
Intervention Negative
Followup
Control Positive
Control Negative
Logit Model for
Follow-up Drawings
(分对数模型对之后图画分析统计结果)
[Pos] vs. [Neu + Neg]
Baseline drawing Positive
2.00 (1.53, 2.62)
Grade Level
6th vs. 7th
1.38 (1.01, 1.89)
8th vs. 7th
1.94 (1.45, 2.58)
Intervention vs. Control School
1.48 (1.13, 1.94)
Gender (Girls vs. Boys)
2.76 (2.19, 3.52)
Ethnic Group
MA vs. EA
1.03 (0.79, 1.34) NS
Others vs. EA
0.78 (0.48, 1.27) NS
Economically Disadvantaged
0.85 (0.62, 1.15) NS
Conclusions
(总结)
• Use of Positively Aging® teaching
materials moved middle school
students toward a more positive view
of elders
• Lack of repeatability in drawings
suggests that middle school students
do not have fixed images of elders
• Raters agree on the Positive, Neutral,
and Negative attributes of student
drawings
Stereotypes
(同型模式)
• Stereotypes are fixed, simplified
characterizations of groups of
humans (Walter Lippman –
Public Opinion – 1922)
• Presume that knowledge of a
particular trait (e.g. advanced
chronologic age), allows
attribution of other
characteristics to an individual
within that group.
Factor Analysis of
Baseline Drawings
(因子分析；之前图画分析)
• Standardized α-coefficient for 49
variables was low (α = 0.37).
• The Spearman Rho correlations
between the variables were also low
with 90.2% of the 1,176
comparisons < 0.10.
• The highest observed correlation
was observed between the
characteristics ‘Sad, Mad, or Angry’
and ‘Frown’ (0.49).
Logistic Regressions:
Positive Drawings (N=550)
(逻辑归纳与统计分析)
Characteristic
Odds Ratio (95% CI)
1. Smile
3.80 (2.87, 5.05)
2. Happy
6.90 (5.15, 9.23)
3. Kind or Nice
4.30 (2.15, 8.59)
4. Setting (Indoors vs. None)
1.50 (0.85, 2.67)
5. Setting (Outdoors vs. None)
2.07 (1.21, 3.55)
6. Position (Sitting vs. None)
2.71 (1.06, 6.90)
7. Position (Standing vs. None)
1.37 (0.55, 3.42)
8. Activity (per level)
1.96 (1.67, 2.30)
9. Cooking
2.28 (1.50, 3.46)
10. Gardening
2.64 (1.48, 4.73)
11. Reading
2.75 (1.51, 4.98)
12. Physical Exercise
3.79 (2.06, 6.99)
13. Grandparents
3.33 (2.46, 4.51)
C-statistic
0.89
Logistic Regressions:
Negative Drawings (N=421)
(逻辑归纳与统计分析)
Characteristic
Odds Ratio (95% CI)
1. Age Category
1.38 (1.23, 1.54)
2. Frown
5.18 (3.35, 8.01)
3. Sad, Mad, or Angry
12.68 (8.18, 19.65)
4. Grumpy, Cranky, or Mean
14.05 (5.53, 35.68)
5. Lonely
5.25 (2.78, 9.88)
6. Forgetful, Crazy, or Demented
3.02 (1.63, 5.59)
7. Disease and/or Medication
2.04 (1.27, 3.28)
8. Specific Disease
2.19 (1.07, 4.45)
9. Weak
1.44 (1.05, 1.97)
10. Trouble Walking
2.58 (1.76, 3.77)
11. With Family or Homeless
3.03 (1.94, 4.72)
C-statistic
0.85
Conclusions
(总结)
• Analyses of characteristics abstracted
from middle school children’s drawings of
elders demonstrated little evidence, a
priori, of stereotypes regarding aging
• The Positive, Neutral, Negative categories
are superimposed by the raters – not
created by the students
• Even within these subcategories, the αcoefficients and correlations coefficients
were low – there were no strong factor
structures either within the subgroups
(项目创立--评估--传播)
Create
2000-2003 – NCRR/NIA -1 R25 RR12369
Science Education Partnership Award
“Positively Aging®” Phase II
Application
Disseminate Evaluate
Dissemination
(传播)
• 2000-2003
• Website created – 2000-2001
• Four middle schools in two
school districts
– Northside ISD – Neff and Stinson
– Northeast ISD – Nimitz and Driscoll
• Quasi-experimental Design
– Interventions Schools – Neff and Nimitz
– Control Schools – Stinson and Driscoll
2000年网页创立
TEKS Search Engine
(TEKS的搜索引擎)
Type activity code. Type OR for
multiple search.
Check which Units,
Subjects or Grades you
want to search.
Click to get the search
results
or
clear
selection.
Click button to go
to TEKS Search.
Click any keyword in the
list. Type OR for multiple
search.
Figure 3: TEKS Search Engine on Positively Aging® Website
Assign
Schools
Distance Electronic Support
Plus
In-School Personal Contact
Distance Electronic Support
Alone
Stealth GerontologyTM Teacher Training
(Years 1, 2, and 3)
Monitor Outcomes
In Class Use of Positively Aging® Teaching Materials
Website Utilization
Figure: Schematic for the Positively Aging® Program Dissemination
Teachers Utilization of the
Positively Aging® Website 2000-2003
Teachers Utilization of the Positively Aging Website - 2000-2003
(2000----2003年老师在我们网站的使用)
30.0%
26.5%
Control Schools
% Teachers Using the Website
25.0%
Intervention Schools
20.0%
16.2%
15.0%
10.0%
5.0%
Positively Aging®
Web Site under
construction and not
available during this
school year.
0.0% 0.0%
5.7%
3.2%
0.0%
2000-1
2001-2
School Year
2002-3
Website Utilization Statistics
(网站使用的统计结果)
• Website Utilization – Overall, more by
Intervention School Teachers
• Chi-square [1 df] = 32.3, p < 0.001
• Monthly Access:
– Intervention Schools: 57 web pages/month
(SD = 81 pages, range = 0-319)
– Control Schools: 17 web pages per month
(SD = 56, range = 0-260)
• Per website visit – Teachers access:
– Intervention Schools: average of 7 pages (SD
= 9 pages, range = 1-49 pages)
– Control Schools: Average of 8 pages (SD = 7
pages, range = 1-31 pages)
Monitoring Classroom
Utilization
(课堂使用的监控)
• Every six weeks
– E-mail sent to teachers – used listserves of each of the four schools
– Hard copy memorandum placed in
each teacher’s mailbox
• Teachers asked to respond by email to the Positively Aging® staff
about use of materials in the
classroom
• Non-response ≈ no classroom use
Teachers Utilization of the
Positively Aging® Materials in
Classroom 2000-2003
Teacher Utilization of Positively Aging Teaching Materials in Classroom
30.0%
25.0%
25.9%
Control Schools
% Teachers Using Materials
Intervention Schools
20.0%
15.0%
10.0%
8.8%
5.0%
3.2%
1.9%
1.9%
1.2%
0.0%
2000-1
2001-2
School Year
2002-3
Classroom Utilization Statistics
（课堂使用的数字统计）
• Class Room Utilization:
– Interaction between year and schools
• β = 1.32, SE = 0.39, p = 0.0008
– OR for intervention schools
• 5.9 (95% CI = 3.3, 10.6)
– OR per year of study
• 2.7 (95% CI = 1.9, 3.8)
• 84 of the 276 (30.4%) Positively Aging®
activities were used at least once. Most
commonly used activities:
– Nutrition (141 reported uses)
– Intergenerational activities (22 reported uses)
– Constructing family trees (12 reported uses).
Conclusions
(总结)
• In school support by study staff working
with school teachers was necessary to
disseminate and increase utilization of
the Positively Aging® teaching
materials.
• Having the materials available on a
website alone and providing summer
training was insufficient
• Utilization of the teaching materials
remained low, in spite of the in-school
efforts
Dissemination: Web Site Use
2001-Present
(传播；网站的使用)
Barriers to Utilization
(使用的障碍因素)
• Teacher and Administrative Turnover:
School Year
2000-1
2001-2
2002-3
64 (17.5%)
302 (81.4%)
Total: 371
69 (18.6%)
56 (15.0%)
318 (86.9%)
Total: 366
Total: 374
48 (13.1%)
• Student Mobility: 15-20%/year
(项目创立 评估
传播与推广)
Create
Disseminate Evaluate
2003-2008
Create, Evaluate, Disseminate
• NHLBI - 1 R25 HL075777 – Minority K12 Initiative for Teachers and Students
– “Minority Opportunities in Research Education
(MORE)”
• NCRR/NIA – 1 R25 RR018549 - Science
Education Partnership Award
– “Positively Aging®: Optimizing Mobility
Across Life” – Phase I and II Application
Other Resources from Science
Education Partnership Award
• More than 200 programs funded
since 1991
• Programs from Research Institutes,
Universities, Museums
• Target K-12 teachers, K-12 students,
undergraduates, parents of students,
communities, families
SEPA Website
URL: www.ncrrsepa.org
American Education
System
(美国教育体制)
American Education
System
(美国教育体制)
• No national school system
• States have authority to create
and administer public schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Education Policy
and Administration
(教育方针和行政机关 )
Federal
Government
State
Government
Local
School Districts
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Role of Federal Government
(联邦政府的角色)
• U.S. Congress
– Passes laws which affect education
• U.S. Department of Education
– Implements laws which
affect education
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Federal Government
Responsibilities
(联邦政府的职责)
• U.S. Department of Education
Responsibilities
– Implement laws/policies affecting education
– Enforce laws prohibiting discrimination to
ensure equal access to education for all
– Administer distribution of federal funds
– Identify major education issues and focus
national attention on issues
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Role of State Governments
(州政府的角色)
• State Legislature and State
Board of Education
– Responsible for education policy
and budget
• State Department of Education
– An executive agency which reports
to legislature and board
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
State Government
Responsibilities
(州政府的职责)
• Develop curriculum guidelines and
educational standards
• Define requirements for high school
graduation
• Administer statewide achievement
tests
• Report student performance to U.S.
Department of Education
• Distribute funding to school districts
• Train and certify teachers
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Role of Local Governments
(地方政府的角色)
• Local School Districts
– Operate schools
– Implement curriculum
– Provide in-service training
– Determine budgets
• Local School Boards
– Hire the district Superintendent
who oversees district
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
School District
Responsibilities
•
•
•
•
•
•
•
(学区的职责 )
Determine budget/allocate money
Hire teachers and other staff
Implement curriculum
Administer teacher training
Coordinate student transportation
Construct/maintain school
buildings
Purchase equipment and supplies
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Financing of Education
（教育经费）
• $750 billion spent per year
nationwide on education at all
levels - 61% for a free elementary
and secondary education
– Borrow textbooks
– School bus transportation
– Breakfast/Lunch programs
– Special educational services
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Source of Funding
for Elementary and
Secondary Education
（小学和中学的基金来源）
7%
Federal
41%
Local
2%
Private
50%
State
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
System at a Glance
（美国教育系统的粗略统计数字）
In Elementary and secondary school
• 53 million students
• 3.4 million teachers
• 93,000 schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Organization and Structure
Early Education to High School
（编制和结构 幼儿园教育至高中教育 ）
Early Education
Ages 3-5
Nursery School, Day Care,
Pre-Kindergarten, Kindergarten
Elementary Education
Ages 5-10
Grades 1st – 5th
Secondary Education
Ages 10-18
Grades 6th – 12th
Middle School/Junior High/High School
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
High
School
Diploma
Organization and Structure
Postsecondary Education – Ages 18+
（编制和结构 高中以上教育（18岁以上））
Community College (2 years)
and Vocational Schools
Associate
Degree/
Certificate
University Undergraduate
Programs (4 years)
Bachelor’s
Degree
University Graduate
Programs (2-4 years)
Master’s
Degree
University Graduate
Programs (4-6 years)
Ph.D.
Degree
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Compulsory School
Attendance Ages
（义务接受教育的年龄）
• Age 16 in 30 states
• Age 17 in 9 states
• Age 18 in 11 states plus D.C
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Secondary School
（中学）
• About 7 hours in school day
• 5-6 subject classes in school day
• Teachers instructing specialized
subjects
– Science (Earth Science, Life Science,
Physics, Chemistry)
– Language Arts - English & Reading
– Mathematics
– Social Studies – History
– Other (Art, Drama, Music,
Physical Ed Education)
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
U.S. Public
School Teachers
(美国公共学校的老师)
• 44 years (median age)
• 74% female – 26% male
• Education Level
– 44% Bachelor’s degree
– 55% Master’s degree
– 1.7% Ph.D. degree
• 49 hours - average time per week
spent on teaching duties
• 180 days - average number of
teaching days per year
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
School Choices
(学校的选择)
• Public Schools (majority of U.S. students
attend public schools)
- Magnet Schools
- Charter Schools
- Voucher Programs
• Private Schools
- 24% of all U.S. schools are private
- 10% of all U.S. students attend private school
- 12% of all U.S. teachers teach in private schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Equal Opportunity
（机会平等）
• 96% students with disabilities in
regular schools
• Half of all students with
disabilities spend 80% or more
in regular classroom
Educational Levels
of U.S. Adults
(美国成人教育程度)
• 98% of U.S. adults have
completed elementary schooling
• 84% of U.S. adults have
completed high school
• 26% of U.S. adults have
completed four years of college
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Additional Resources
（附加信息）
• U.S Department of Education:
www.ed.gov/index.jhtml
• National Center for Education
Statistics: http://nces.ed.gov
• Turning Points
http://www.turningpts.org/work.htm
• No Child Left Behind
http://www.ed.gov/nclb/landing.jhtml
Curriculum
Development
（教程编写）
Collaborative Curriculum
Development
(完成教程的协作关系)
Positively Aging®/M.O.R.E. Curriculum
Secondary Teachers
UTHSCSA Researchers
Faculty-Teacher Collaboration
(教员和老师的合作)
• Creating inspiring,
supportive links
between
UTHSCA
researchers and
teachers provides
the catalyst for
innovative lesson
development
How Our Curriculum
Development Begins
(如何开始教程编写)
• Teachers attend a 6-week summer
program at UTHSCA
• Summer program teacher activities:
– attend lectures by UTHSCA faculty
– conduct literature reviews
– discuss lessons with each other
• Teachers work closely with UTHSCSA
faculty to develop lessons
Teachers and UTHSCA Faculty
(老师和教员)
Teachers and UTHSCA Faculty
(老师和教员)
Curriculum Development
(教程编写)
• Curriculum based on National
and State Standards
• Lessons reviewed by HSC
faculty and tested in classrooms
• Lessons modified based as
needed
• Process repeated over time
UTHSCSA K-12 Curriculum
Development Model
(课程发展的过程模式)
Pilot Curriculum
Connect Scientific Research and
Educational Standards
Research/Collaborate with
Faculty/Community Partners
Iterative
Process
Brainstorm Content and
Interdisciplinary Connections
Lesson Drafts
Disseminate Materials
Curriculum is
Interdisciplinary
(教程是跨学科的)
Aging and health topics explored
in several disciplines
(science, math, reading, English, history,
home economics, physical education)
Students experience topics in
multiple dimensions
Positively Aging® Unit 3:
It’s All in Your Mind
(单元3：所有的存于脑中的 )
Positively Aging® Unit 7
Nutrition & Health
(单元7：营养和健康)
Science:
Research how
nutrients help the
body
Home Economics:
Prepare nutritional
meals
Physical Education:
Discuss how proper
nutrition af f ects
ov erall health
Math:
Calculate percent
calories f rom f at
f rom f ood labels
Focus:
Nutrition
Health
Reading:
Build v ocabulary
with nutrition
oriented words
English:
Compare/Contrast
teen perceiv ed/
actual ov erweight
Social Studies:
Discuss nutrition
and the media
Art:
Create Personal
Food Py ramids
Inquiry-Based
Curriculum
(以调查为基础的教程)
Students given opportunities
to make decisions, solve
problems, and use scientific
inquiry skills.
Curriculum Content
(教程的内容)
• Curriculum development is guided by:
– national and state standards
– national educational reform efforts such as:
• Turning Points
http://www.turningpts.org/work.htm
• No Child Left Behind
http://www.ed.gov/nclb/landing.jhtml
– literature reviews and seminars by UTHSCA
faculty provide ideas for lessons
– professional judgment of experienced teachers
who make lessons age-appropriate lessons
Turning Points
(转折点)
• Developmental stage of young
adolescence has been referred to as the
"turning point" between childhood and
adulthood (Carnegie, 1989)
• Understanding characteristics of
adolescents - a foundation for learning
and teaching in the middle grades
–
–
–
–
–
Intellectual
Social
Physical
Moral
Emotional
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for
the 21st century. The Report of the Task Force on Education of Young Adolescents.
Turning Points
(转折点)
• Young adolescents face considerable
risks in this phase of life as they make
decisions and choices that affect:
– Health
– Education
– Who they will become
• Adolescents need accurate, inspiring
information as they begin making
lifestyle decisions
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing
American Youth for the 21st century. The Report of the Task Force on Education of Young
Adolescents.
Turning Points
(转折点)
• Middle schools need to:
– strengthen their academic core
– establish caring, supportive
environments that value the young
people they serve
– develop strong relationships
between teachers and students
(such relationships are the
foundation for powerful learning)
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American
Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
Turning Points
(转折点)
• Young adolescents must be challenged
to contribute in significant ways to
society
• With a growing awareness of the world
outside the family, young adolescents
need to see and feel the relevance of
their work and its connection to the
outside world
• The work they do in school should have
intellectual depth and authentic purpose
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The
Report of the Task Force on Education of Young Adolescents.
Turning Points
(转折点)
• Good middle schools harness students’
need for social contact and physical
energy for learning
• Each student brings unique gifts and
experiences, and a capacity for learning
• Middle school faculty must create
learning environments that will allow
students to flourish
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for
the 21st century. The Report of the Task Force on Education of Young Adolescents.
No Child Left Behind Act
2001
(不让一个孩子掉队 )
• Designed to improve student achievement
and change culture of US schools. Law,
signed by President George W. Bush, is
built on FOUR common-sense pillars:
– Stronger Accountability for Results
• States working to close “achievement gap” ensuring that all students achieve academic
proficiency.
– More Freedom for States and Communities
• States and school districts have unprecedented
flexibility in use of federal education dollars.
http://www.ed.gov/nclb/overview/intro/4pillars.html
No Child Left Behind Act
2001
(不让一个孩子掉队 )
– Proven Education Methods
• Emphasis on determining which educational
programs and practices have been proven
effective through educational and scientific
research
• Federal funding is targeted to support programs
and teaching methods that work to improve
student learning and achievement
– More Choices for Parents
• In schools that do not meet state standards for
at least 2 consecutive years, parents may
transfer their children to a better-performing
public school
http://www.ed.gov/nclb/overview/intro/4pillars.html
Examples of Activity
Development
(发展教程的活动范例)
From Idea to Activity
(从设想到操作)
• Research article on
balance and sway
assessment
techniques from
1880’s provided
the inspiration for
an activity called
Could You Please
Stand Still?
From Idea to Activity
(从设想到操作)
• Lecture on Melatonin inspired a
lesson called “Lights Out: an
Investigation of Nightlights”
From Idea to Activity
(从设想到操作)
• Mobility
questions evoke
idea to don a
“fat apron” to
experience the
effect of weight
distribution
From Idea to Activity
(从设想到操作)
From Idea to Activity
(从设想到操作)
Complex Ideas Can Be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
• Turning Points tells us that
adolescents need “intellectual
depth”
• Activities should allow students
to “experience” and build interest
in concepts before applying
technical terminology
• Activity examples:
– Atherosclerosis
– Bone Remodeling
Complex Ideas Can be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
Atherosclerosis Progression – Students use
observational skills to identify the critical attributes
of atherosclerosis progression, then sequence
images into “movie maker” software.
Complex Ideas Can be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
Atherosclerosis Progression – After observing,
identifying attributes, sequencing and making the
movie, students will apply correct terms to the
illustrations.
Complex Ideas Can be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
Bone Remodeling Wheels – Students
investigate healthy bone remodeling
stages using “Blaster/Claster Wheels”
Complex Ideas Can be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
Bone Remodeling Wheels – Then students
observe differences in stages of unhealthy or
imbalanced bone remodeling
Aging Process or Alcohol Abuse
Osteoporosis, Menopause, Anorexia or
Parathyroid Hormone Imbalance
Complex Ideas Can be Taught
Successfully to Youth
(深奥的设想可以成功地传授给青少年)
Original Positively Aging®
Interdisciplinary Units
(最初的积极成长计划的跨学科单元)
1 A Look at Me
7 You Are What You Eat
2 A Look at Them
8 Nutrition and Aging
3 It’s All In Your Mind
9 Watch Your Mouth
4 My Older Friend
10 Diabetes and Aging
5 Our Aging World
11 Embracing Diversity
6 Vision & Hearing
12 Give Your Bones a Break
New
Positively Aging®/M.O.R.E.
Interdisciplinary Units
(新的积极成长计划的跨学科单元 )
– Mo-Bility: Movement By the Numbers
– Zzzz World (Sleep)
– Inflamm-O-Wars (Vascular health)
– Pulmo Park (Pulmonary Health)
– Bittersweet (Diabetes)
– Corpulosity (Obesity)
– Health Careers Exploration
Unit Twelve:
Give Your Bones a Break
(单元12：让你的骨头好好休息一下)
An In-depth Look
Unit 12: Give Your
Bones A Break
(单元12：让你的骨头好好
休息一下)
Examine bone
development and
bone health across the
life span through
laboratory experiences
and games
Unit Twelve Overview
(单元`12：综述)
• Lesson 1:
– Cultural Representation of Skeletons and Bones
• Lesson 2:
– Architecture of the Skeleton
• Lesson 3:
– Anatomy of Living Bone
• Lesson 4:
– Bone Density
• Lesson 5:
– A Look at Osteoporosis
Lesson 2: Architecture of Skeleton
(第二章
骨头的结构 )
• Activity 2A: The Skeleton
• Activity 2B: Bone Bingo
Lesson 2: Architecture of Skeleton
(第二章
骨头的结构 )
• Activity 2C: Origin of Bone Names
• Activity 2D: Body Ratios and
Proportions
Lesson 2: Architecture of Skeleton
(第二章
骨头的结构 )
• Activity 2E: No Bones About It Which Animal is This?
Lesson 2: Architecture of Skeleton
(第二章
骨头的结构 )
• Activity 2F: Classifying Bones
• Activity 2G: Bone Perspectives
Lesson 2: Architecture of Skeleton
(第二章
骨头的结构 )
• Activity 2H: The Inside Story
• Activity 2I: "The Aging Hand"
Lesson 3: Anatomy of Living Bone
(第三章
活骨头的解剖 )
• Activity 3A: Gross Bone Anatomy
and 3A Extension: Skeleton
Preparation
• Activity 3B: Bone Coloring Sheet
Lesson 3: Anatomy of Living Bone
(第三章
活骨头的解剖 )
• Activity 3C: Firm but Flexible Chicken Bone Lab
(3C:
坚硬而灵活------鸡骨头实验 )
Lesson 3: Anatomy of Living Bone
(第三章
活骨头的解剖 )
• Activity 3D: Blaster/Claster Wheel
• Activity 3E: Blaster/Claster Wheel Continued
Healthy Bone Remodeling
Aging Process or Alcohol Abuse
Osteoporosis, Menopause, Anorexia
or Parathyroid Hormone Imbalance
Lesson 4: Bone Density
(第四章
骨密度)
• Activity 4A: Applying the
Density Formula
D=m/v
• Activity 4B: Determination of Bone
Density with Bone Specimens
Lesson 4: Bone Density
(第四章
骨密度)
• Activity 4C: Magnified Examination of
Bone Sections
• Activity 4D: Figuring
Fracture Rates
• Activity 4E: Graphing
Fracture Rates
Lesson 5: A Look at Osteoporosis
(第五章 “骨质疏松症”一瞥)
• Activity 5A: Flipbook
Lesson 5: A Look at Osteoporosis
(第五章 “骨质疏松症”一瞥)
• Activity 5B: Plotting Points on the "Bone
Mass across a Life Span" Graph
Unit 12: “Give Your Bones a Break!”
Activity 5C: Os Costs® - Banking on Healthy
Bones Game
Earn enough “osteo-coins” to bank against osteoporosis as
you travel the life path making choices and accepting your
fate while being guided by the Os Master.
(单元12
让你的骨头好好休息一下)
Red – Choice Card #25
Falls are a primary cause of accidental
injury and death. To “Fall Proof” your
home, you choose to …
Yellow – Fate Card #1
a. allow spills to dray, thenYou
wipe
them
up.
are
female.
b. wipe up spills immediately.
c. place rugs in front of thePay
sink
to Osteo-coins
soak up
150
spills.
Green – Choice Card #7
To aid your digestive tract in absorbing
calcium into the bloodstream, you will make
sure you eat foods that are fortified with …
a. Vitamin B
b. Vitamin D
c. Vitamin K
How Do We Know the
Curriculum Works?
(如何知道课程成效)
Ongoing Validation of
Curriculum Effectiveness
(正在进行的教程有效性的确认)
• Qualitative:
– Attitudinal surveys/drawings
– Teacher anecdotal information
• Quantitative:
– Pre and Post Testing
– Website utilization
Ongoing Validation of
Curriculum Effectiveness
(正在进行的教程有效性的确认)
• Research using teacher and
student attitude surveys
• D.A.S.T. drawings
• Pre and Post Testing
• Web utilization
• Online communication
• School visits
D.A.S.T.
(画一个科学家)
PRE: Student caption: “A scientist looks like a smart
person that is busy. All they do is work. They work at science
laboratories. They study aliens and other chemicals to make
stuff and they are very old, like 50 years old.”
D.A.S.T.
POST: Student caption: “The scientist looks like a
regular person and doesn’t really look like a scientist just
like a normal person. He is working on an experiment.
He works in a giant building with other scientists. He
studies all kinds of experiments on DNA, dinosaurs,
medicines, computers, machines, and other chemical
projects. He is ~32 years old.”
Help the NIA Positive Drawing
(积极的图画)
Help the NIA Neutral Drawing
(中性的图画)
Help the NIA Negative Drawing
(消极的图画)
Question and
Discussion Time
(提问和讨论)
Thank You!
See you tomorrow
for day 2 of workshop.
“We turn not older with years,
but newer every day.”
[我们不是一年一年变老，而是日新月异。]