Creating Learning Creating Learning Experiences that “Speak” of Experiences that “Speak” of

Skill Development Skill Development Dr. Donna M. Videto, CHESDr. Donna M. Videto, CHES

Professor of Health Professor of Health

SUNY College at CortlandSUNY College at Cortland

Who is speaking of skills???Who is speaking of skills???

National Health National Health Education Education Standards Standards

http://www.aahperd.org/aahe/pdf_files/standards.pdf HECATHECAThttp://www.cdc.gov/healthyyouth/HECAT/index.htm

Who??? ContinuedWho??? Continued

Health Behavior Theories & Health Behavior Theories & ModelsModels

http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf

Best PracticesBest Practices http://promisingpractices.net/pro

grams.asp

National Health Education National Health Education Standards Standards

NHES NHES

Health Literacy – Design Health Literacy – Design Down Down

Health Literacy

4 Competencies of Health Literacy

8 NHES

Performance Indicators

Grade level Instruction

Skill Development

Skill-based ApproachSkill-based Approach

Health Literacy shifts the Health Literacy shifts the focus from content-based focus from content-based to skills-driven to skills-driven

Learn, practice & apply Learn, practice & apply skills successfully & oftenskills successfully & often

Positive reinforcement & Positive reinforcement & social supports neededsocial supports needed

Enables youth to develop Enables youth to develop competence & competence & confidence to apply confidence to apply health skills in the real health skills in the real worldworld

Stresses assessment & Stresses assessment & accountability accountability

Assessment & Teaching Assessment & Teaching

Performance Task Develop a product

Work w/ the core concepts Practice/learn skill Assess the skill/concepts

Sample – Assessment & Sample – Assessment & Teaching Teaching

w/ skill development w/ skill development

Draw a picture of a valid source of information on AOD

CC: AOD NHES 3Skill: AI

Scoring Guide Assessment

Assessment IdeasAssessment Ideas

Demonstrate understanding Demonstrate understanding of concepts & skills of concepts & skills Videotape projects, Videotape projects,

photo essay, scrapbook, photo essay, scrapbook, PowerPoint PowerPoint presentationspresentations

Posters, advertisements, Posters, advertisements, bumper stickers, bumper stickers, pamphlets, bannerspamphlets, banners

Puppet shows, skits & Puppet shows, skits & role plays, song, service role plays, song, service learninglearning

Story, log or journal, Story, log or journal, display, sculpture, display, sculpture, storyboard storyboard

Advocacy campaigns, Advocacy campaigns, PSAs, letter writing PSAs, letter writing

Other Assessment ToolsOther Assessment Tools

ChecklistsChecklists Observation FormsObservation Forms QuestionnairesQuestionnaires SurveysSurveys InterviewsInterviews Rating ScalesRating Scales Attitude ScalesAttitude Scales

Teaching a Skills-based Teaching a Skills-based ApproachApproach

Skill PedagogySkill Pedagogy

Skill PedagogySkill Pedagogy

Individuals learn a skill when clearly Individuals learn a skill when clearly explained, broken into steps, explained, broken into steps, modeled in a demonstration using all modeled in a demonstration using all the steps in correct order the steps in correct order

Examine examplesExamine examples Practice in large & small group Practice in large & small group

settings, receiving feedback from settings, receiving feedback from others others

Skill PedagogySkill Pedagogy

During skill practice, allow time for During skill practice, allow time for constructive feedback & discussion constructive feedback & discussion w/othersw/others

Reduce threat of failureReduce threat of failure Multiple opportunities to adapt, Multiple opportunities to adapt,

personalize, & shape a skill as they personalize, & shape a skill as they learn itlearn it

Skill PedagogySkill Pedagogy

Over practice until automatic Over practice until automatic Increase difficulty & complexityIncrease difficulty & complexity

preplanned/predictable to challengingpreplanned/predictable to challenging Provide internal & external rewardsProvide internal & external rewards Positive transfer to real life more Positive transfer to real life more

likely if practice is similarlikely if practice is similar

Focus on assessing the Focus on assessing the skillsskills

From the 2006 NHESFrom the 2006 NHES

2006 NHES: PreK- 12 2006 NHES: PreK- 12

Performance Indicators at Performance Indicators at

preK-2, 3-5, 6-8, & 9-12preK-2, 3-5, 6-8, & 9-12

NHES Skills NHES Skills

1. Comprehend Core Concepts1. Comprehend Core Concepts 2. Analyze Influence of Family, Peers,2. Analyze Influence of Family, Peers,

Culture, Media, Technology Culture, Media, Technology 3. Access Valid Information, Products, 3. Access Valid Information, Products,

& & ServicesServices 4. Interpersonal Communication Skills 4. Interpersonal Communication Skills

NHES Skills ContinuedNHES Skills Continued

5. Decision Making 5. Decision Making 6. Goal Setting Skills6. Goal Setting Skills 7. Practice Health-Enhancing 7. Practice Health-Enhancing

BehaviorsBehaviors (Self-management)(Self-management)

8. Advocacy 8. Advocacy

Health Education Standard Health Education Standard 1 1

NHES 1: Students will comprehend NHES 1: Students will comprehend concepts concepts related to health promotion and related to health promotion and disease prevention to enhance health.disease prevention to enhance health.

CC Core ConceptsCC Core Concepts Linked to important content areasLinked to important content areas Work will demonstrate functional knowledgeWork will demonstrate functional knowledge Integrate with other content areas & other Integrate with other content areas & other

disciplinesdisciplines Assessment Criteria – accuracy, Assessment Criteria – accuracy,

comprehensiveness, relationships between comprehensiveness, relationships between concepts, conclusions drawnconcepts, conclusions drawn

Assessing the Student - CCAssessing the Student - CC

Did student show facts that were correct?Did student show facts that were correct? Did student cover the important Did student cover the important

information?information? Did student show real understanding?Did student show real understanding? Did student show relationships?Did student show relationships? Can student provide some new ideas Can student provide some new ideas

based on what was learned (draw based on what was learned (draw conclusions)?conclusions)?

Assessing Health Literacy Assessing Health Literacy

• HECAT HECAT • Alcohol & Other DrugsAlcohol & Other Drugs• Healthy EatingHealthy Eating• Mental & Emotional HealthMental & Emotional Health• Personal Health & WellnessPersonal Health & Wellness• Physical ActivityPhysical Activity• SafetySafety• TobaccoTobacco• Sexual Health Sexual Health • Violence PreventionViolence Prevention

Health Education Standard Health Education Standard 22

NHES 2: Students will NHES 2: Students will analyze the analyze the influenceinfluence of family, peers, culture, media, of family, peers, culture, media, technology and other factors on health technology and other factors on health behaviors.behaviors.

INF Analyzing InfluencesINF Analyzing Influences Analyze media, parent, family, and community Analyze media, parent, family, and community

influences on personal health practicesinfluences on personal health practices Analyze influence of cultural, peer norms, Analyze influence of cultural, peer norms,

personal values, and beliefs on personal health personal values, and beliefs on personal health practicespractices

INF – Assessing the StudentINF – Assessing the Student

Did the student show lots of different ways Did the student show lots of different ways external influences affect health choices external influences affect health choices that people make?that people make?

Did the student show the inside feelings Did the student show the inside feelings people have when making health choices people have when making health choices (internal influences)?(internal influences)?

Did the student think about why different Did the student think about why different things affect the health choices people things affect the health choices people make?make?

Health Education Standard Health Education Standard 33

NHES 3: Students will demonstrate the NHES 3: Students will demonstrate the ability to ability to access valid health access valid health information and products and servicesinformation and products and services to enhance health. to enhance health.

AI Accessing InformationAI Accessing Information Ability to access and select valid health Ability to access and select valid health

information & health promoting products & information & health promoting products & servicesservices

Demonstrates evidence that appropriate Demonstrates evidence that appropriate sources have been accessedsources have been accessed

AI – Assessment CriteriaAI – Assessment Criteria

Differentiates accurate from inaccurate Differentiates accurate from inaccurate health informationhealth information

Access helpful people for accurate Access helpful people for accurate informationinformation

Identify trusted adults and professionals Identify trusted adults and professionals Assess the accuracy and reliability of Assess the accuracy and reliability of

assistance for health-related problemsassistance for health-related problems

AI – Assessing the StudentAI – Assessing the Student

Did the student show where they got their Did the student show where they got their information from?information from?

Did the student show why this was a good way to Did the student show why this was a good way to get correct information?get correct information?

Did the student use a variety of sources?Did the student use a variety of sources? Did the student show why the sources are good?Did the student show why the sources are good? Did the student look hard to find the best source?Did the student look hard to find the best source? Did the student show that they know where to go Did the student show that they know where to go

to get help to solve problems?to get help to solve problems?

Health Education Standard Health Education Standard 44

NHES 4: Students will demonstrate the NHES 4: Students will demonstrate the ability to use interpersonal communication ability to use interpersonal communication skills to enhance health and avoid or skills to enhance health and avoid or reduce health risks.reduce health risks.

IC Interpersonal CommunicationIC Interpersonal Communication Evaluates the student’s ability to use effective Evaluates the student’s ability to use effective

interpersonal communication skills with family, interpersonal communication skills with family, friends, and others (effective communication friends, and others (effective communication examples - use of “I” message, eye contact)examples - use of “I” message, eye contact)

IC – Interpersonal IC – Interpersonal Communication Communication

Resist pressures from peers to Resist pressures from peers to engage in unhealthy behaviors engage in unhealthy behaviors (resistance skills, clearly say “no,” (resistance skills, clearly say “no,” walk away, etc.)walk away, etc.)

Communicate empathy and support Communicate empathy and support Manage interpersonal conflictsManage interpersonal conflicts Ask for assistance to enhance health Ask for assistance to enhance health

(self and others)(self and others)

IC – Assessing the StudentIC – Assessing the Student

Did the student show positive Did the student show positive interaction between people?interaction between people?

Did the student show how both sides Did the student show how both sides feel?feel?

Did the student show respect?Did the student show respect? Did the student use appropriate Did the student use appropriate

language?language?

NHES 4: IC Continued NHES 4: IC Continued

Did the student Did the student avoid put downs?avoid put downs?

Did the student Did the student show some specific show some specific strategies (“I strategies (“I Statements” & Statements” & refusals)refusals)

Health Education Standard Health Education Standard 55

NHES 5: Students will demonstrate the NHES 5: Students will demonstrate the ability to use decision-making skills to ability to use decision-making skills to enhance health.enhance health.

Assess personal health practicesAssess personal health practices Choose healthy alternatives Choose healthy alternatives Consider consequences and overcome Consider consequences and overcome

barriers to actionbarriers to action Measure accomplishment in meeting Measure accomplishment in meeting

outcomes outcomes

DM – Assessing the StudentDM – Assessing the Student

Did the student show the steps for Did the student show the steps for making a good decision?making a good decision?

Did the student show that he/she Did the student show that he/she thought about many choices?thought about many choices?

Did the student select a choice that Did the student select a choice that was healthy for him/her?was healthy for him/her?

Health Education Standard Health Education Standard 66

NHES 6: Students will demonstrate the NHES 6: Students will demonstrate the ability to use goal setting skills to ability to use goal setting skills to enhance health.enhance health. Assess personal health practices and Assess personal health practices and

statusstatus Make a plan and commitment for Make a plan and commitment for

improving healthimproving health Identify desired health practices & Identify desired health practices &

outcomesoutcomes

GS – Goal Setting GS – Goal Setting

Monitor progress in achieving desired Monitor progress in achieving desired health practices and outcomeshealth practices and outcomes

Measure accomplishment in meeting Measure accomplishment in meeting health outcomeshealth outcomes

Did the student develop a plan to reach a Did the student develop a plan to reach a specific goal?specific goal?

Did the student make a plan that was Did the student make a plan that was complete?complete?

Did the student document progress in Did the student document progress in achieving the goal?achieving the goal?

Health Education Standard Health Education Standard 77

NHES 7: Students will demonstrate the NHES 7: Students will demonstrate the ability to practice health-enhancing ability to practice health-enhancing behaviors and avoid or reduce health risks.behaviors and avoid or reduce health risks.

SM Self-ManagementSM Self-Management Focuses on actions or behaviors that help stay Focuses on actions or behaviors that help stay

healthy & safe & take appropriate action if healthy & safe & take appropriate action if injured.injured.

Demonstrate ability to reduce health risks & Demonstrate ability to reduce health risks & practice health enhancing practices in areas practice health enhancing practices in areas such as stress management, safety, first aid, such as stress management, safety, first aid, exercise, nutrition & personal hygiene.exercise, nutrition & personal hygiene.

SM – Assessment CriteriaSM – Assessment Criteria

Steps or health actions presented are:Steps or health actions presented are: Health-enhancingHealth-enhancing CompleteComplete In the correct order (first aid, use of safety belts)In the correct order (first aid, use of safety belts)

Healthful personal behaviorHealthful personal behavior Perform healthy practicesPerform healthy practices Take personal responsibilityTake personal responsibility Express intentions to engage in health-Express intentions to engage in health-

enhancing behaviors enhancing behaviors

SM- Assessing the Student SM- Assessing the Student

Did the student show the correct steps to Did the student show the correct steps to take in an emergency?take in an emergency?

Did the student show actions that avoid Did the student show actions that avoid risks and keep them safe?risks and keep them safe?

Did the student show that he/she knows Did the student show that he/she knows what habits are healthy?what habits are healthy?

Did the student show many ways to keep Did the student show many ways to keep stress from making him/her unhealthy?stress from making him/her unhealthy?

Health Education Standard Health Education Standard 88

NHES 8: Students will demonstrate the NHES 8: Students will demonstrate the ability to advocate for personal, family & ability to advocate for personal, family & community health.community health.

AV AdvocacyAV Advocacy Clear health-enhancing stand, declare positive Clear health-enhancing stand, declare positive

beliefs about health-enhancing practicesbeliefs about health-enhancing practices Educate, influence, or support others regarding Educate, influence, or support others regarding

health-enhancing practiceshealth-enhancing practices Directed to others, shows audience awarenessDirected to others, shows audience awareness

Promote societal norms that are health Promote societal norms that are health enhancingenhancing

Passion/conviction demonstratedPassion/conviction demonstrated

Assessing the Student - AVAssessing the Student - AV

Did the student show that he/she believes Did the student show that he/she believes in the health message?in the health message?

Did the student show that he/she Did the student show that he/she understands what the message is for?understands what the message is for?

Did the student have really good reasons Did the student have really good reasons to show why the message is good for one’s to show why the message is good for one’s health?health?

Did the student have complete and correct Did the student have complete and correct information?information?

Skills…Skills…

In order to determine if we are on the In order to determine if we are on the road to achieving the PIs & road to achieving the PIs & Standards – we assess the Standards – we assess the development of the skillsdevelopment of the skills

Foundation of standard-based Foundation of standard-based education – assessment of skills, education – assessment of skills, abilities and orientationsabilities and orientations

2006 NHES – 8 Standards2006 NHES – 8 Standards

8 Skills8 Skills1.1. CC Core ConceptsCC Core Concepts2.2. INF Analyzing InfluencesINF Analyzing Influences3.3. AI Accessing InformationAI Accessing Information4.4. IC Interpersonal CommunicationIC Interpersonal Communication5.5. DM Decision MakingDM Decision Making6.6. GS Goal SettingGS Goal Setting7.7. SM Self ManagementSM Self Management8.8. AV AdvocacyAV Advocacy

Creating Skill-based Creating Skill-based Learning Experiences in Learning Experiences in

Health EducationHealth Educationgetting started…..getting started…..

Developing Instructional Developing Instructional ObjectivesObjectives

Learner-centered instructional Learner-centered instructional objectives (in the objectives (in the

beginning…)beginning…)

Developing Objectives Developing Objectives

Learner-centered ObjectivesLearner-centered Objectives Focus on what key skill, attitude or knowledge that you Focus on what key skill, attitude or knowledge that you

hope the student will obtain, embrace, defend, obtain, hope the student will obtain, embrace, defend, obtain, develop by the time they leave your class that day. develop by the time they leave your class that day.

Cognitive domain, attitude/value domain, Cognitive domain, attitude/value domain, skill/practice domainskill/practice domain

What the student should be able to do after completing What the student should be able to do after completing a learning experiencea learning experience

What is the point of having a class that day…..What is the point of having a class that day…..NOT NOT what what teaching ideas or strategies are you using that day teaching ideas or strategies are you using that day

What is the objective for the learner, not for you the What is the objective for the learner, not for you the teacherteacher…. ….

ABCCCABCCC

AudienceAudience Behavior Behavior Content/skillContent/skill ConditionCondition Criteria*******Criteria*******

ABCCCABCCC

A = The Audience (the student will – A = The Audience (the student will – singular in nature)singular in nature)

B = Observable behavior reflective of the B = Observable behavior reflective of the domain of emphasisdomain of emphasis

C = Content/Skill (skill or content area)C = Content/Skill (skill or content area) C = Condition under which it will occurC = Condition under which it will occur C = Criteria (measurable, observable, age C = Criteria (measurable, observable, age

appropriate, appropriate to the lesson, appropriate, appropriate to the lesson, complex)complex) Needs to be (or imply) numerical or Needs to be (or imply) numerical or

quantitative for assessment purposes quantitative for assessment purposes

Developing Objectives Developing Objectives ContinuedContinued

What the student should be able to do What the student should be able to do (skill)(skill) or know or know (content)(content) or have or have (attitudes)(attitudes) after completing a period of after completing a period of instruction (a task, an activity, a lesson instruction (a task, an activity, a lesson or a learning experience)or a learning experience)

What is the point of having a class that What is the point of having a class that day…..day…..NOT NOT focused on thefocused on the teaching teaching ideas or strategies you are using that ideas or strategies you are using that dayday

Sample Objective Sample Objective

With an open textbook, the student will write a With an open textbook, the student will write a balanced menu for one day that includes the balanced menu for one day that includes the correct number of servings from their correct number of servings from their personalized food guide pyramid personalized food guide pyramid (mypyramid.gov).(mypyramid.gov).

A = studentA = student B = writeB = write C (content) = nutrition/food guide pyramidC (content) = nutrition/food guide pyramid C (condition) = open textbookC (condition) = open textbook C (criteria) = one day/correct number of servingsC (criteria) = one day/correct number of servings

ABCCC SampleABCCC Sample

After listening to the speaker on self-After listening to the speaker on self-protection, the student will develop a protection, the student will develop a pamphlet on child abuse that identifies at pamphlet on child abuse that identifies at least five signs and symptoms of physical least five signs and symptoms of physical abuse. abuse.

A = studentA = student B = developB = develop Content = personal safety/self-protectionContent = personal safety/self-protection Condition = after listening to speakerCondition = after listening to speaker Criteria = five signs and symptoms Criteria = five signs and symptoms

Standard, Performance Standard, Performance Indicator to Objective Indicator to Objective

NHES #1: Students will comprehend NHES #1: Students will comprehend concepts related to health promotion & concepts related to health promotion & disease prevention to enhance health.disease prevention to enhance health.

PI (3-5): Describe ways to prevent PI (3-5): Describe ways to prevent common childhood injuries & health common childhood injuries & health problems.problems. ABCCC: Upon completion of the lesson, the ABCCC: Upon completion of the lesson, the

student will describe three actions one student will describe three actions one could take to prevent the spread of a cold. could take to prevent the spread of a cold.

Sample Skill-based Sample Skill-based ObjectiveObjective

NHES #4: Students will demonstrate the NHES #4: Students will demonstrate the ability to use interpersonal ability to use interpersonal communication skills to enhance health communication skills to enhance health & avoid or reduce health risks. & avoid or reduce health risks.

PI (3-5): Demonstrate non-violent PI (3-5): Demonstrate non-violent strategies to manage or resolve conflict.strategies to manage or resolve conflict. ABCCC When given a scenario, the student ABCCC When given a scenario, the student

will demonstrate three strategies for will demonstrate three strategies for managing conflict in a positive way. managing conflict in a positive way.

ABCCC of ObjectivesABCCC of Objectives

A= Audience (the student)A= Audience (the student) B = Behavior (what the student will do, B = Behavior (what the student will do,

or know; i.e. identify, list, demonstrate, or know; i.e. identify, list, demonstrate, perform) (demonstrate)perform) (demonstrate)

C1 = Content (conflict management)C1 = Content (conflict management) Skill = IC Interpersonal communicationSkill = IC Interpersonal communication

C2 = Condition (when given a scenario)C2 = Condition (when given a scenario) C3 = Criteria (three strategies)C3 = Criteria (three strategies)

Objectives (content & skill)Objectives (content & skill)

Given a scenario on tobacco use, the Given a scenario on tobacco use, the student will demonstrate five of the six student will demonstrate five of the six recommended refusal skill steps.recommended refusal skill steps.

A = the studentA = the student B = demonstrateB = demonstrate Content = tobacco/refusal skillsContent = tobacco/refusal skills Condition = when given a scenarioCondition = when given a scenario Criteria = 5 of the 6 Criteria = 5 of the 6

Attitude ObjectiveAttitude Objective

NHES #6: Students will demonstrate the NHES #6: Students will demonstrate the ability to use goal-setting skills to enhance ability to use goal-setting skills to enhance health.health.

PI (6-8): Describe how personal health PI (6-8): Describe how personal health goals can vary with changing abilities, goals can vary with changing abilities, priorities, and responsibilities. priorities, and responsibilities. ABCCC: After creating the poster, the student ABCCC: After creating the poster, the student

will verbally defend with one statement the will verbally defend with one statement the behavior that they selected to change (the behavior that they selected to change (the goal). goal).

ABCCCABCCC

A= Audience (the student)A= Audience (the student) B = Behavior (what the student will do, B = Behavior (what the student will do,

or know; i.e. identify, list, demonstrate, or know; i.e. identify, list, demonstrate, perform) (verbally defend)perform) (verbally defend)

C1 = Content/skill (goal setting)C1 = Content/skill (goal setting) C2 = Condition (after creating poster)C2 = Condition (after creating poster) C3 = Criteria (one “statement”)C3 = Criteria (one “statement”)

Skill DevelopmentSkill Development

Creating an experience plan Creating an experience plan for developing skills for developing skills

Skill Development Experience Skill Development Experience Plan Overview Plan Overview

Task #1: Introduction to the skillTask #1: Introduction to the skill The What and the WhyThe What and the Why

Task #2: Demonstration/Modeling Task #2: Demonstration/Modeling Task #3: First Skill PracticeTask #3: First Skill Practice Task #4: Authentic ExperienceTask #4: Authentic Experience Task #5: Personalization & Closure Task #5: Personalization & Closure

Sample Skill Development Sample Skill Development Plan Plan

NHES 4 NHES 4 demonstrate ability demonstrate ability to use to use interpersonal interpersonal communication communication skills to enhance skills to enhance health and avoid or health and avoid or reduce health risks reduce health risks

NHES 4 & HECAT NHES 4 & HECAT

Performance Indicators for Grades 3-5Performance Indicators for Grades 3-5 4.5.3 Demonstrate nonviolent strategies to manage 4.5.3 Demonstrate nonviolent strategies to manage

or resolve conflictor resolve conflict Violence Prevention Concepts from HECATViolence Prevention Concepts from HECAT

By grade 5,By grade 5, Identify examples of self-controlIdentify examples of self-control Describe benefits of using non-violent means to Describe benefits of using non-violent means to

solve interpersonal conflict. solve interpersonal conflict. Give examples of pro-social behaviors (e.g., helping Give examples of pro-social behaviors (e.g., helping

others, being respectful of others, cooperation, others, being respectful of others, cooperation, consideration). consideration).

Task #1: IntroductionTask #1: Introduction Objective: Objective: What - Upon completion of task 1, the student will What - Upon completion of task 1, the student will

list three ways to handle conflict in a positive way.list three ways to handle conflict in a positive way. ObjectiveObjective: Why – Upon completion of task 2, the student will : Why – Upon completion of task 2, the student will

list three reasons why dealing with conflict in a positive way is a list three reasons why dealing with conflict in a positive way is a healthy thing to do. healthy thing to do.

What:What: Hook:Hook: Read a “case study” or story involving a conflict. Read a “case study” or story involving a conflict. Discuss terminology and definitions (conflict, conflict Discuss terminology and definitions (conflict, conflict

management, etc.).management, etc.). Discuss three possible ways to handle conflict in a positive Discuss three possible ways to handle conflict in a positive

way.way. Why:Why:

Discuss how dealing with conflict in a positive way benefits Discuss how dealing with conflict in a positive way benefits everyoneeveryone

Have students list reasons why dealing with conflict in a positive way is Have students list reasons why dealing with conflict in a positive way is a healthy thing to do.a healthy thing to do.

Assessment:Assessment: Assess the what & why objectives Assess the what & why objectives

Task 1Task 1

What – introduce the skill, begin with What – introduce the skill, begin with a hooka hook

Review necessary background Review necessary background (content, vocabulary, etc.)(content, vocabulary, etc.)

Show entire skill Show entire skill Why - address why skill is needed Why - address why skill is needed

and how skill is important to health and how skill is important to health

Task #2: Task #2: Modeling/DemonstrationModeling/Demonstration

Objective: Upon completion of task 2, the Objective: Upon completion of task 2, the student will describe three ways to handle student will describe three ways to handle conflict in a positive way.conflict in a positive way.

Procedures:Procedures: Teacher demonstrates each of the three strategies or Teacher demonstrates each of the three strategies or

shows video of young people demonstrating each of shows video of young people demonstrating each of the three strategies.the three strategies.

Teacher discusses each of the three strategies again Teacher discusses each of the three strategies again after the demonstration. after the demonstration.

Assessment – teacher asks for descriptions or Assessment – teacher asks for descriptions or holds up pictures and students respond holds up pictures and students respond

Task 2Task 2

Skill is modeled to whole classSkill is modeled to whole class Teacher, video, pictures, othersTeacher, video, pictures, others

Skill is reviewed and discussed by Skill is reviewed and discussed by whole classwhole class

Students are not involved in the Students are not involved in the actual demonstration during this task actual demonstration during this task

Task #3: Practice Opportunity Task #3: Practice Opportunity

Objective: Upon completion of task 3, the Objective: Upon completion of task 3, the student will demonstrate two of the three student will demonstrate two of the three ways to handle conflict in a positive way. ways to handle conflict in a positive way.

Procedures:Procedures: Instructor reviews the conflict rubric which Instructor reviews the conflict rubric which

outlines the three conflict resolution outlines the three conflict resolution strategies strategies

Students are put into small groups of threeStudents are put into small groups of three Instructor reads a scenario involving a conflictInstructor reads a scenario involving a conflict

Task #3 ContinuedTask #3 Continued

Procedures Continued Procedures Continued Instructor hands each group two puppets Instructor hands each group two puppets Through the use of the puppets the students Through the use of the puppets the students

demonstrate two of the three ways to handle conflict demonstrate two of the three ways to handle conflict in a positive way – two students demonstrate at one in a positive way – two students demonstrate at one time and the third person uses the rubric as a way to time and the third person uses the rubric as a way to provide peer feedback to the group members.provide peer feedback to the group members.

Switch until everyone in the group has had a chance Switch until everyone in the group has had a chance to practice at least two strategies.to practice at least two strategies.

Return to whole class & processReturn to whole class & process Assessment – Collect rubricsAssessment – Collect rubrics

Task 3Task 3

Practice skill for the first time – whole Practice skill for the first time – whole or close to itor close to it

Make practice comfortable and Make practice comfortable and nonthreateningnonthreatening

Whole class – small group – whole Whole class – small group – whole classclass

Peer and teacher coaching Peer and teacher coaching

Task #4: Authentic ExperienceTask #4: Authentic Experience Upon completion of task 4, the student Upon completion of task 4, the student

will demonstrate the three conflict will demonstrate the three conflict resolution strategies (according to the resolution strategies (according to the rubric).rubric).

Procedures:Procedures: Put students into small groups and provide Put students into small groups and provide

them with three possible conflict situations them with three possible conflict situations (real).(real).

Students pick one situation for their group Students pick one situation for their group and out the conflict and resolve it by and out the conflict and resolve it by demonstrating the three strategies (following demonstrating the three strategies (following the rubric from task 3). the rubric from task 3).

Task #4 Continued Task #4 Continued

Procedures Continued:Procedures Continued: Product – students will produce a video with Product – students will produce a video with

demonstrations or take demonstrations to demonstrations or take demonstrations to the “stage” for younger studentsthe “stage” for younger students

When projects completed, each group shows When projects completed, each group shows to class.to class.

Process projects Process projects Assessment – Use of the rubric Assessment – Use of the rubric

Task 4 Task 4

Demonstration of whole skill in “real Demonstration of whole skill in “real world” situation or one that will be world” situation or one that will be used in the “real world”used in the “real world”

Results in a product or service that Results in a product or service that serves as practice and as an serves as practice and as an assessment itemassessment item

Task #5: Personalization & Task #5: Personalization & ClosureClosure

Objective: Upon completion of task 5, the Objective: Upon completion of task 5, the student will describe one way that they would student will describe one way that they would apply conflict management to their own life. apply conflict management to their own life.

Procedures:Procedures: Students write a story where they have a conflict Students write a story where they have a conflict

(one they had or could potentially have) and then (one they had or could potentially have) and then they describe how they would resolve it using one of they describe how they would resolve it using one of the three strategies.the three strategies.

Option – draw pictures for nonreaders Option – draw pictures for nonreaders

Assessment – assess story or pictures for use of Assessment – assess story or pictures for use of at least one strategy at least one strategy

Task 5Task 5

Provide opportunities for reflection of Provide opportunities for reflection of skill; personal application of skill; or a skill; personal application of skill; or a chance to tweak a skill to make it chance to tweak a skill to make it their own.their own.

Follows practice, discussion, and Follows practice, discussion, and processing of skill. processing of skill.

Skill Development Steps Skill Development Steps (again..)(again..)

Need: Grade, NHES(s), PIs, Skill(s), Need: Grade, NHES(s), PIs, Skill(s), ContentContent

Task #1: IntroductionTask #1: Introduction Task #2: Modeling/DemonstrationTask #2: Modeling/Demonstration Task #3: Skill PracticeTask #3: Skill Practice Task #4: Authentic ExperienceTask #4: Authentic Experience Task #5: Personalization & ClosureTask #5: Personalization & Closure

LET’S LOOK AT SOME LET’S LOOK AT SOME STUDENT SAMPLES (2) STUDENT SAMPLES (2)

NOW IT’S YOUR TURN TO NOW IT’S YOUR TURN TO GIVE IT A TRY…GIVE IT A TRY…