Essentials of Teaching Health Education (The)
portes grátis
Essentials of Teaching Health Education (The)
Curriculum, Instruction, and Assessment
Alperin, Holly; Benes, Sarah
Human Kinetics Publishers
03/2025
384
Mole
9781718232020
15 a 20 dias
Descrição não disponível.
- Introduction
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 Resources
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Practicing Health Behaviors
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Putting Everything Into Practice
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. Six Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills
Step 3: Create a Scope and Sequence
Step 4: Develop a Unit Plan, Objectives, and Outcomes
Step 5: Develop Unit Assessments
Step 6: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purposes 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
Build Relationships With Your Students
Have a Plan
Establish Classroom Norms and Group Agreements
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Using Participatory Methods to Support Skill Development and Functional Knowledge
Facilitate Meaningful, Relevant Learning Experiences
Provide Opportunities for Self-Reflection, Internalization, and Personalization
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 Learning and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Action Research in the Classroom
Advocating for Health Education
Summary
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 Resources
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Practicing Health Behaviors
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Putting Everything Into Practice
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. Six Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills
Step 3: Create a Scope and Sequence
Step 4: Develop a Unit Plan, Objectives, and Outcomes
Step 5: Develop Unit Assessments
Step 6: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purposes 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
Build Relationships With Your Students
Have a Plan
Establish Classroom Norms and Group Agreements
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Using Participatory Methods to Support Skill Development and Functional Knowledge
Facilitate Meaningful, Relevant Learning Experiences
Provide Opportunities for Self-Reflection, Internalization, and Personalization
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 Learning and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Action Research in the Classroom
Advocating for Health Education
Summary
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
skills-based; health education; curriculum; lesson plans; program design; teaching methods; national health standards; strengths based; teacher education; HETE; health literacy; performance indicators
- Introduction
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 Resources
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Practicing Health Behaviors
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Putting Everything Into Practice
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. Six Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills
Step 3: Create a Scope and Sequence
Step 4: Develop a Unit Plan, Objectives, and Outcomes
Step 5: Develop Unit Assessments
Step 6: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purposes 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
Build Relationships With Your Students
Have a Plan
Establish Classroom Norms and Group Agreements
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Using Participatory Methods to Support Skill Development and Functional Knowledge
Facilitate Meaningful, Relevant Learning Experiences
Provide Opportunities for Self-Reflection, Internalization, and Personalization
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 Learning and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Action Research in the Classroom
Advocating for Health Education
Summary
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 Resources
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Chapter 12. Practicing Health Behaviors
Step 1: Introduce the Skill
Step 2: Present Skill Cues
Step 3: Model the Skill
Step 4: Provide Opportunities for 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
Step 3: Model the Skill
Step 4: Provide Opportunities for Practice and Feedback
Step 5: Assess the Skill and Support Transfer
Summary
Part III. Putting Everything Into Practice
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. Six Steps for Curriculum Development
Step 1: Get to Know the Students and the Community
Step 2: Use Data to Determine the Health Topics, Functional Information, and Skills
Step 3: Create a Scope and Sequence
Step 4: Develop a Unit Plan, Objectives, and Outcomes
Step 5: Develop Unit Assessments
Step 6: Create Lesson Plans
Summary
Chapter 16. Designing Meaningful Assessments
Purposes 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
Build Relationships With Your Students
Have a Plan
Establish Classroom Norms and Group Agreements
Foster Student Leadership and Involvement
Be a Positive Role Model
Summary
Chapter 18. Implementing a Skills-Based Approach
Using Participatory Methods to Support Skill Development and Functional Knowledge
Facilitate Meaningful, Relevant Learning Experiences
Provide Opportunities for Self-Reflection, Internalization, and Personalization
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 Learning and Advocacy
Staying Current and Relevant
Engaging in Professional Development Opportunities
Developing a Personalized Professional Development Plan
Using What You Learn
Action Research in the Classroom
Advocating for Health Education
Summary
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
