The Essentials of Teaching Health Education

Part I. Building the Foundation of a Skills-Based Approach Chapter 1. The Role of Health Education Health as a Continuum The Need for Health Education Using Resources in School-Based Health Education Designing Health Education Improving Health Outcomes Summary Chapter 2. Understanding a Skills-Based Approach Components of Skills-Based Health Education Skills-Based Health Education in Practice Support for Skills-Based Health Education Summary Chapter 3. Equity and Justice in Health Education Health Disparity and Health Inequity Factors Contributing to Inequities Social Justice and Health Equity Social Justice Practices for Your Classroom Summary Chapter 4. Developing Health-Literate Individuals Components of Health Literacy Continuum of Health Literacy Developing Health Literacy as an Asset Establishing Health Literacy for Life Summary Chapter 5. Examining Student Motivation Theories of Motivation Developmental Levels and Motivation General Considerations Across Age Levels Summary Chapter 6. Making Cross-Curricular Connections A Coordinated Approach to Student Success Shaping Local Wellness Policies Making Interdisciplinary Connections for School Improvement Summary Part II. Teaching to the National Health Education Standards Chapter 7. Accessing Valid and Reliable Information, Products, and Services Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 8. Analyzing Influences Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 9. Interpersonal Communication Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 10. Decision Making Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 11. Goal Setting Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 12. Self-Management Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Chapter 13. Advocacy Step 1: Introduce the Skill Step 2: Present Skill Cues/Critical Elements Step 3: Model the Skill Step 4: Practice and Feedback Step 5: Assess the Skill and Support Transfer Summary Part III. Developing Curricula and Assessments Chapter 14. Using Data to Inform Curriculum Planning Compiling Functional Information Gathering and Understanding Data Interpreting Data to Make Decisions on Curriculum Using Data to Build Support for Health Education Summary Chapter 15. Eight Steps for Curriculum Development Step 1: Get to Know the Students and the Community Step 2: Formulate Goals Step 3: Design Benchmark Assessments Step 4: Determine Health Topics, Functional Information, and Skills Step 5: Create a Scope and Sequence Step 6: Develop Unit Plan, Objectives, and Outcomes Step 7: Develop Unit Assessments Step 8: Create Lesson Plans Summary Chapter 16. Designing Meaningful Assessments Purpose of Assessment Types of Assessment Authentic Assessment Rubrics and Grading Constructive Feedback Summary Part IV. Strategies for Effective Instruction Chapter 17. Creating a Positive Learning Environment Know Yourself Have a Plan Build Relationships With Your Students Establish Classroom Norms, Consequences, and Reward Systems Foster Student Leadership and Involvement Be a Positive Role Model Summary Chapter 18. Implementing a Skills-Based Approach Facilitate Learning Experiences Format Lessons to Support Skill Development and Knowledge Acquisition Provide Engaging, Relevant Experiences Foster Participation and Active Learning Provide Opportunities for Self-Reflection, Internalization, and Personalization Provide Opportunities for Skill Development Summary Chapter 19. Meeting the Unique Needs of Teaching Elementary Health Education Making Time for Health Education Considerations for the Elementary Level Using Children's Literature to Support Health Education Engaging Families and the Community Summary Chapter 20. Professional Development and Advocacy Staying Current and Relevant Engaging in Professional Development Opportunities Developing a Personalized Professional Development Plan Using What You Learn Advocating for Health Education Summary