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TEACHING & LEARNING HEALTH EDUCATION MORE EFFECTIVELY

COURSE ORIENTATION

This is a distance learning course, concentrating on uses of the Internet for teaching, learning and professional development. It also is intended to give you enough web sites and leads-in to more web sites to be a continuously useful resource for your learning and doing.

This is a PASS/FAIL course. Therefore, SELECT and BASE YOUR WORK on those areas that best match your current interests. You can return any time to areas that match future concerns and changing interests--one of the many advantages of on-line learning

Assessment is based on work you produce in series of essays/listings for each Essential Question or topic you "connect with," and with an annotated lists of sites supporting your views and reflecting your web work. Note the Rubric for Course Portfolio Assessment.

For instance, you might write “The site XXXX [http://www.xxx.com] gave me a different perspective on how to help students learn _____. It also cleared up for me something I was confused about, and that is what educators mean by __________.” Certainly you would want to elaborate more.

This work may be emailed to me at ozpk100@aol.com, or snail-mailed to me at Chad C. Osborne 923 W. Mission St., Santa Barbara, CA 93101. If you email the work, you may wish to put it in a Zip file, which compresses text and makes it easier to send over the 'Net.

Because of the extensive number of links, the most important are signified with a *1* sign. These also cover the widest array of Certification Standards. Be sure your course work reflects your having learned from these sites.

*1* Either develop and answer an essential question for each section of the course, or use and re-use the following "ESSENTIAL MEGA-QUESTION": IN WHAT WAYS MIGHT YOU USE (selected) TEACHING STRATEGIES TO TEACH THE SUBJECT MATTER (selected) FROM THE RESOURCES BELOW? [A "rubric" for this question: Use Individual Brainstorming to list at least five items, each indicating both content and strategy. Try to "think outside the box" in your ideas, and then * star what you regard as the best idea(s) for each section.]

ESSENTIAL QUESTION 1: HOW ARE HEALTH & PHYS.ED. NATURALLY ALLIED, AND WHAT ARE POSSIBLE IMPLICATIONS?

Active Living--
It is expected that students will:
Grades K to 1:
participate regularly in short periods of vigorous activity with frequent rest intervals;
demonstrate behaviours that indicate interest and enjoyment in physical activity;
identify the importance of physical activity;
identify the parts of the human body;
identify the changes that take place in the body during physical activity;
identify good nutritional habits; move safely and sensitively through all environments.
--from the British Columbia P.E. Curriculum

"ACTIVE LIVING" is the link between Phys.Ed. and Health. From Pre-school through the maturity of life, this is a central, unifying concept for the curriculum. When an active mind, heart, and spirit are added, we can relate to the entire curriculum that is worth teaching. Go again through the three Standards links from the start of this course, taking particular note of the ACTIVE LIVING similar and different listings of objectives at different grade levels:

  • Physical Education K-7 Learning Outcomes
  • *1* Physical Education 8 to 10 Learning Outcomes
  • *1* Physical Education 11-12 Learning Outcomes
  • *1* Massachusetts Health Frameworks
  • *1* Health Framework Highlights
  • *1* Healthy People
  • *1* Life Matters-- Fitness Matters

    *1* WRITE a "coaching pep-talk" where you imagine how you would address students on the importance of developing an "Active Life" framework for their life, and how their Health and Nutrition studies can be a part of that.

    Advanced Level Challenge:

    Based on links from any single or combination of sections of course work, develop a WEB QUEST you can use with your classes. My web page, *1* QUESTING the WEB: Web Quests as Essential Questions, gives further examples of this format.

    Since a Web Quest is a series of linked web pages, you may want to begin with HOW TO CREATE WEB PAGES. Also take note of the *1* Examples of Student-Produced Web Quests, and especially, *1* Think Quest projects for your subject area!

    ESSENTIAL QUESTION 2: HOW MIGHT I USE WEB QUESTS TO ENRICH THE HEALTH CURRICULUM and ENGAGE STUDENTS?

    Use these three links to increase your familiarity with Web Quests, and to develop your answer to this essential question.

  • *1* Cooking With Your Three Sisters - Diabetes and Nutrition in a Web Quest
  • *1* The Real Scoop on Tobacco - A superb WebQuest!
  • *1* ThinkQuest Health & Safety - More great Web Quests!

    ESSENTIAL QUESTION 3: HOW MIGHT I INCREASE STUDENTS' UNDERSTANDING OF HOW COMPLEX, CHANGING (ORGANIC) SYSTEMS WORK?

    The human body is a dynamic, complex system--a system of such complex systems, in fact. Yet textbooks are so "linear" that they make systems within the body seem isolated and capable of being understood independently. Two of the defining characteristics of living systems are
    1. they cannot be divided without affecting the viability of the whole; and
    2. changes in one part of the system result in changes in the other part of the system.

    Study this site, *1* The DYNAMICS of Health Education - A conference paper in pdf format showing how Oregon Middle School students learn about the spread of disease and other topics through Systems Thinking and Dynamic Modeling. Think about how other areas of the Health Education Curriculum could relate to this model. Include family and human relations, dynamics of addiction, value-laden choices, etc. *1* Discuss these ideas in the format of an imagined Letter to Future Students for Essential Question 9. You'll need Adobe Acobat to access this [Free, if you don't already have it].

    ESSENTIAL QUESTION 4: HOW MIGHT THE WEB HELP ME TEACH AREAS of HIGH INTEREST and PRIORITY TO STUDENTS and THEIR FAMILIES?

    Consider the following sites to develop a plan for relating Internet resources to the concern highlighted in these sites. Try to think of innovative ways of involving the community and families in these high priority areas of teen health.

    1. Adolescent Directory On Line (ADOL)
    2. *1* GO ASK ALICE
    3. *1* The Medical Basis of Stress, Depression, Anxiety, Sleep Problems, and Drug Use On-line book
    4. *1* TOOLBOX: CURRENT HEALTH ISSUES
    5. A WAKE UP CALL TO EDUCATORS: BE ALERT TO SLEEP NEEDS AND HABITS OF TEENS
    6. Resource Center for Adolescent Pregnancy Prevention--Archives
    7. *1* Resource Center for Adolescent Pregnancy Prevention--Programs That Work
    8. *1* Positive Sexuality
    9. *1* Safe Schools
    10. *1* Parent and Family Engagement As a Reform Strategy
    11. *1* THINK: Teenage Health Interactive Network - ThinkQuest project to help adolescents make informed health decisions

    ESSENTIAL QUESTION 5: HOW MIGHT I INTRODUCE CONCEPTS of "HOLISTIC" and PREVENTATIVE HEALTH?

    Consider and approach this question as one for calling for ideas on student projects, field studies, and health fair/mall approaches. *1* Describe your ideas in a Proposal for Projects paper of ideas and plans, based on these numerous sites and your own ideas:
    1. *1* Alternative Medicine Sites. More and more students are considering careers in these fields!
    2. Alternative Health and Medicine Sites
    3. BREATH MASTERY -- A New Bedford, Massachusetts practice with proven results!
    4. QUIGONG A research proven approach based on breathing and meditation; can be practiced by anyone!

    ESSENTIAL QUESTION 6: HOW MIGHT THE WEB BE USED AS A RESOURCE IN TEACHING VALUES?

    Develop your answer to this question using these collections of sites:
    1. *1* LEARNWELL CERTIFICATES
    2. MEDICAL ETHICS
    3. *1* IN-SITES for CHARACTER EDUCATION

    ESSENTIAL QUESTION 7: HOW SHOULD I EVALUATE STUDENTS AND HELP STUDENTS LEARN TO EVALUATE THEMSELVES?

    Based on links from these sites, develop your ideas for changes or adaptations in how you will assess student learning. Include ideas for student self-assessment.
    1. ***1* Types of Assessment
    2. *1* **Rubrics
    3. *1* **Assessment Resources

    4. *1* **Health Rubrics - Eight fully developed rubrics based on California Health Education Frameworks
    *1*Describe your thoughts on ASSESSMENT in brief "Position Paper on Alternative Assessment" that you envision presenting to your department faculty.

    ESSENTIAL QUESTION 8: HOW MIGHT I BALANCE ESSENTIAL SKILLS AND BIG IDEAS with the INFORMATION "OVERLOAD" of HEALTH?

    Respond to this question after reading *1* Emphasizing Skills and Prevention to Form a More Health-Literate People.

    ESSENTIAL QUESTION 9: HOW MIGHT I USE RESOURCES FROM OTHER HEALTH EDUCATION WEB SITES?

    Most of the following links cross or defy categorization. Using your INTERESTS and what you know YOU TEACH, survey and select from the following sites and links:
    1. ERIC Health, Physical Education, Recreation, and Dance Resources
    2. Health/Personal Development Canadian (Alberta) CURRICULUM!
    3. *1* Health and Medicine Resources Numerous top-quality links
    4. *1* Teachers@Work Over 200 sites, rated and annotated!
    5. Skewl HEALTH & NUTRITION Primary, Intermediate and Secondary Sites!
    6. *1* THE HEALTHY REFRIGERATOR
    7. DUKE'S HEALTHY DEVIL ON-LINE
    8. Resources for School Health Educators
    9. *1* Awesome Library Health and P.E.
    10. Helpful Health Ed. Links
    11. HEALTH AND MEDICINE RESOURCES
    12. *1* AMAZING MIDDLE SCHOOL HEALTH LINKS
    13. HEALTH & P.E. Links
    14. *1* BLUE WEB'N HEALTH & P.E. PROJECTS Mostly Health sites
    15. WCVB HEALTHBEAT
    16. P.E. and Health Links - From Gibbons School in Westboro, Mass.
    17. Health, Fitness, & Nutrition
    18. *1* Teen Health Tops!
    19. HERO - Health Education Resources On-Line

    Essential Question 10:

    Considering the following "EXTRA TOPICS" sites, how might you make your teaching more relevant and reach more students? Particularly, through a) working with parents and families, b)using alternative assessment to help students learn more, c) confronting the dilemma of depth vs. coverage. d) teaching the gifted and talented, the learning disabled, and English Language learners likely to be in your classes via "inclusion", e) coping with challenges of (beginning) teaching, including mastering the dynamics of questioning, and f) helping students with career planning and transition to life after high school.

    1. Working With Parents: What Parents Should Do, What Is the Teacher's Role
    2. Teacher Web.com -- A fast and easy way to create a great connection to students and parents. You can use many of the links you find in this course!
    3. **Rubrics! Great site to help you evaluate students most fairly and to help them learn to self-evaluate in all subjects!
    4. Depth vs. Coverage in Teaching and Preparing Students for Standardized Tests
    5. Teaching Gifted and Talented Students
    6. Teaching Strategies and Techniques -- Matched to types of diabilities students may have
    7. Free Translation.com -- A site that can be used to translate handouts, tests, and texts into Spanish and several other languages
    8. Teaching English Language Learners
    9. Guides for New (And Not So New) Teachers
    10. *1*TEACHERS ON TEACHING Discussions by classroom teachers on what they wish they'd known when they started.
    11. *1*My Hero: Teacher Heroes Inspiring!
    12. *1*Teacher Tools Page -- On-line tools for making quizzes, puzzles, rubrics, webquests, and more.
    13. Custom Classroom -- Free tools
    14. SchoolNotes.com FREE! Easily develop homework assignments and class information, posting it on the Web!

      *1***Consider, too, the importance of WAIT TIME. Most teachers ask questions at an extremely rapid rate, and average only one second of wait time after each question and after each student answer.

      When teachers increase wait time by 5 seconds, the following results occur:

      1) Longer student answers;
      2) More appropriate answers;
      3) More frequent student responses;
      4) More answers on the analysis and synthesis levels;
      5) More questions and responses from slow learners; and
      6) More confidence by students in their answers.

      An excellent site to inquire further into the dynamics of questioning and wait-time is *1*Changing the Questions.

    15. Careers.org -- Resources for Job Seekers and links to numerous career information sites.
    16. Exploring Careers
    17. Career Paths Online

    *1* Go through your Course Work. Make an annotated Table of Contents for each section, and **star the sites you want to be sure to make reference to in teaching Phys.Ed. and Health.

    *1* Describe in a brief essay how you intend to use the Internet as an instructional/learning tool in your teaching.

    *1* Finally, compose an imaginary letter to a friend who has written, asking you about teaching. Tell the friend about ideas from this online course—the kinds of students you have, the work they’ve done, and what you want to try to add next year.

    Mail your completed Course Work to:

    Note the Rubric for Course Portfolio Assessment.

    Chad C. Osborne
    923 West Mission St.
    Santa Barbara CA 93101