Name and Website

NCHSE is the National Consortium for

Health Science Education

http://www.healthscienceconsortium.org

NCHSE is…..

… a national partnership of individuals and organizations with a vested interest in health science education

... working to stimulate creative and innovative leadership for ensuring a well-prepared healthcare workforce.

STATISTICS• Of those who enter high school, only 70

percent will graduate (Greene & Winters, 2006)

• Just over 50% of first-time college students graduated within six years (Clearinghouse, 2012)

• Students from the largest cities may have a graduation rate as low as 25% (Swanson, 2008)

• Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a)

• Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a)

• 80 percent of the fastest-growing jobs in the United States require at least some postsecondary education, according to the U.S. Department of Labor (Hecker, 2005)

Gap: College Eligibility and Readiness for College-level Work

WHY?

WHAT WE ARE DOING IS NOT

WORKING!

What Is The Answer?

INTEGRATED, INTERDISCIPLINARY

PROJECT-BASED CURRICULUM

ConnectEd: The California Center for College and Career

National Consortium on Health Science and Technology Education

California MinnesotaIdaho New YorkIllinois South CarolinaIndiana Texas Utah

And then there’s the CCSS

• ELA Mathematics• Text complexity Wide to deep• Close reading Vertical connections• Evidence-based analysis Procedural skill• Content rich non-fiction Fluency • Conceptual • understanding• Real world

application

• Big ideas

11

12

Rigor / Relevance Framework

Dagget, W. International Center for Leadership in Education

13

Quadrant D Moments: Every Kid, every class, every day!!

RIGOR

RELEVANCE

C DHigh

Low

High Low

A B

Rigor/Relevance Reference Sheet

Quadrant C

Mid brain is fired up! High levels of cognitive thinking:

Analysis Synthesis Evaluation Innovation

Quadrant D

Sticky! Long term memory High relevance:

About the student About the students’ world About the world today or tomorrow

Quadrant A

Skill being taught Big Ideas Facts Without relevance, students will not remember

“A” – the only one who will remember is You!

Quadrant B

Real world application High relevance “Why is this important to know 5 years from

now?”

Add relevance to C to get Quad D!

Add relevance to A to get Quad B!

Bam

! Tu

rn it

up

Bam

! Tu

rn it

up

That’s what integrated,

interdisciplinary, project-based

curriculum does!

Why Are We Using Problem-Based Learning?

• Increases learning with understanding• Motivates learners by relating content to real

life• Effectively blends academic and technical

content• Used in a growing number of colleges and

universities• Used in nearly all medical schools

LectureProblem-focused

Discussion

Teacher-led Discussion

Problem-based Learning

Role Playing Authentic Situation

Problem-Based Instruction on the Teaching and Learning Continuum

Adapted from C. Conroy, et al. (1999). Agriculture as a Rich Context for Teaching and Learning, and for Learning Mathematics and Science to Prepare for the Workforce of the 21st Century.

Discovery-based Inquiry

Case Study

Why Project-based?• STUDENT ENGAGEMENT

–Students are motivated to LEARN when they • NEED TO ACQUIRE KNOWLEDGE (to

accomplish something they care about), when they are

• CURIOUS (about an INTERESTING and CHALLENGING problem), and when the materials

• RELATE to their own lives (SVINICKI 2002)

Why Project-based??• Rigor, Relevance, Relationships

– Increases learning with understanding– Relates content to real life

• Core, Not CTE, Driven (Standards Based)– Blends academic and technical content– Better buy-in

• Promotes Analytical And Critical Thinking

• Increases Academic Achievement

GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM

Incorporate a diverse group of students

• to express their own interests,

• to utilize their unique skills and learning styles, and

• to master high-level academics and technical materials

GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM

• Incorporates Active Classroom Instruction

• Develop Career Planning Skills to achieve career planning goals

• BUILD Community Support

FOUNDATION PRINCIPLES FOR DEVELOPING THE CURRICULUM

Thematic, Integrated Curriculum Units

• Weaves together academic and career-technical content that has been contextualized within a single industry problem or theme.

• Provides the opportunity for students to synthesize the knowledge and perspectives necessary to fully understand the issues underlying the problem or theme.

The thematic integrated and interdisciplinary curriculum:

• Meets the National Healthcare Foundation and academic Standards

• Includes work-based learning and service learning experiences that are age and grade appropriate

• Addresses high-level academic content standards

• Increases students’ career decision-making skills

Structure of Each Unit:Unit Overview

• Essential question• Learning Scenario to start the unit• Key questions for individual subjects,

organized by subunit (sub-theme)

• Standards alignment • Roles for education and industry partners

COMPONENTS OF THE CURRICULUM

ESSENTIAL QUESTION

LEARNING SCENARIO

TOPICAL QUESTIONS

ACTIVITIES - STANDARDS

CULMINATING EVENT

WHAT IS AN ESSENTIAL QUESTION?

• An ill-structured, open-ended problem with multiple solutions– Is often controversial

– Generates student interest and causes students to raise their own questions

– Solves a real-world problem

– Engages and is relevant to teenagers

FOUNDATIONS OF AN ESSENTIAL QUESTION

• Lessons in all courses are designed to help answer the Essential Question.

• Students must integrate what they learn in the participating subjects to answer the Essential Question.

• Answering the Essential Question requires problem-solving and teamwork skills.

• Answering these questions requires multiple modes of inquiry — effectively addressing diverse learning styles.

TOPIC EXERCISE AND HEALTH

(Good Eats)

ESSENTIAL QUESTIONShould we care about what we eat?

LEARNING SCENARIO

• Designed to stimulate student interest

• Used to initiate lively conversation

• Relevant to teenagers

• Deliberately controversial

LEARNING SCENARIO

During the first week of school, the principal calls an assembly of the senior class. She/he has instituted a new policy, you will not graduate unless you have a Body Mass Index (BMI) of 25 or

less!

TOPICAL QUESTIONS

• Are subject specific and derived from the essential question

• May be answered in a single class or several class periods

• Provide the information to answer the essential question when all topical questions are answered

Topical Questions

• What is “good” nutrition and why is it important?

• What is a healthy weight and how is it measured?

• Are their statistical differences in weight among different populations?

Topical Questions

• How has historical food production in different regions shaped the world we live in?

• What are the physical, behavioral, and psychological effects of a healthy diet and a “junk food” diet on humans?

LESSONS/ACTIVITIES• Address the key and subsequently the

essential question

• Contribute skills and information for the culminating activity

• Include differentiated instruction and reflection

• Complex, ambiguous, proactive, and personally challenging content which leads to a deeper understanding of the essential question

Structure of Each Lesson•Lesson

Springboard•Lesson

Development•Lesson Closure•Possible Prior

Misconceptions

•Student Assessment Artifacts

•Variations and Extensions

•Academic and Technical Standards

•Resources

LESSONS/ACTIVITIES

• Aligns with academic and technical standards

• Offers multiple assessment opportunities

• Relates to the project in a manner that students readily understand

SPANISHDIET ANALYSIS

READING FOOD LABELSANALYZE ETHNIC DIETS

PREPARATION OF NUTRITION BROCHURE

ART DETERMINATION OF BMI

GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS

CHEMISTRYTRANS FATS

YOU ARE THE CHEMICALS THAT YOU EAT

STATISTICSCALCULATION AND STATISTICAL

ANALYSIS OF BMI

PHYSICAL EDUCATION(1) DETERMINE AND MONITOR BMI(2)DEVELOP A FITNESS PROGRAM

EXERCISE AND HEALTH

HEALTH SCIENCEDATA ANALYSIS OF

(1) POPULATION OF CITY/COUNTY(2) OBITUARIES

(3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY

(5) SCHOOL POPULATION(6) DEBATE- GRADUATION REQUIREMENT OF

BMI OF <26?

ENGLISHDBQ HEALTH

% FATINTERPRETATION OF BMI

ASSOCIATED DISEASES

HEALTH SCIENCEDATA ANALYSIS OF(1) POPUULATION OF YONKERS(2) OBITUARIES(3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY(5) SCHOOL POPULATION(6) DEBATE- GRADUATION REQUIREMENT OF BMI OF <26?

Overweight is when a person has excess weight from muscle, bone, fat, and/or Body water.

Obesity is having an abnormal proportion of body fat.

This is overweight

This is obesity

ART DETERMINATION OF BMI

GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS

CHEMISTRYTRANS FATS

YOU ARE THE CHEMICALS THAT YOU EAT

Daniel Johns

Mary-Kate Olsen

Tracey Gold

Princess Diana

Victoria Beckham

Billy Bob ThorntonBrandy

Oprah Winfrey

HEALTH% FATINTERPRETATION OF BMIASSOCIATED DISEASES

Celebs with Eating Celebs with Eating Disorders – They Disorders – They Got Help and So Got Help and So

Can You!Can You!

Why Do People Develop Eating Disorders?

CULMINATING ACTIVITY• Engages student interest

• Demonstrates student learning, integration, and application of knowledge and skills

• Addresses key learning goals

• Builds skills for success in postsecondary education and high-performance work settings

• Recognizes diverse student contributions

• Requires collaboration ( Strengthens existing partnerships and builds new collaboration with postsecondary and industry partners)

• Includes a performance element

PARTICIPATION

• COMMMUNITY PARTNERS

oGenuine interest in the culminating project

oInformed on all aspects of the project and assessment methods

oRepresent the diversity of the students

CULMINATING ACTIVITY• PARENT PRESENTATION AT END OF

YEAR MEDICAL AWARDS CEREMONY

– Debate based on the information presented, should there be a BMI requirement for graduation?

– Presentation of information relating the incidence of chronic diseases to obesity, race/ethnicity, gender , and age

– Display of ceramics of healthy versus bad food choices

CULMINATING ACTIVITY– Calculation of individual BMI’S

– Reading of nutrition labels

– Design of personal fitness programs• Dance designed and performed by

physical education class

– Multi-lingual, student-designed fact sheets/brochures on chronic diseases associated with elevated BMI’s

CULMINATING ACTIVITIESService Learning

Anti-Obesity Program For 1st and 2nd Graders

CULMINATING ACTIVITIES

INDEPENDENT SCIENCE RESEARCH PROJECT

OTHER INTEGRATED, INTERDISCIPLINARY PROJECT-

BASED CURRICULA

INTRO to HCInterest/Abilities

Inventories,Traits and

EmployabilitySkills

ELA/LIBRARYResearch Career

Choice

GLOBALSignificance &

InfluenceMedical

Visionaries

ALGEBRACorrelation

of Education and Salary,

Employment and Establishments

ELAResearch Paper

On Career Choice

INTRO TO HCDevelopment Of Personal

LearningPlan

HEALTH CAREERS

ALGEBRALinear and

Exponential Cost

LAWLaws and

Regulations/Court Cases

MEDICALPhysiology of

Addiction

MATHStatistical Analysis

Of Emphysema

ECONOMICSChanges in

Public Policy

SOCIAL STUDIESHistorical Trends

in Tobacco

ELADevelop an

Interview on Why Teens

Smoke

WAITING TO INHALE

(SMOKING)

GLOBALSafety during the

Industrial Revolution

A&PHealthcare Plan for

Diagnosis, Treatment,And Rehab

LAWChild Labor and

OSHAStandards/ Burden Of Responsibility

ELAPersuasive Essay

On Workplace InjuryScenario

MATHCurrent Injury Rates of Different Industry

Sectors

LENeurobiology of

Stress and Evolution

PHYSICSTorque, Levers,

And Force

A & P/INTROIdentify Workplace

Injuries/ Sites of Trama

SAFETY FIRST

LAWCourt Trial

Of Murderer

GLOBALWar Crimes

GEOMETRYDetermine the

Maximum AreaMurderer Could

Travel LEBlood Typing/ DNA

Fingerprinting

ALG IINewton’s Law of

Cooling

MATHCorrelation of

Height andStride

ELADiscuss the Mystery

Genre/Sherlock Holmes

FORSENICSCrime Scene Investigation Techniques

CSI

LAWNurernberg Code

Relating to anAIDS Vaccine

ECONOMICSGlobal and

Social ImpactBarriers

HEALTHModes of

Transmission

MICROBIOLOGYStudy of

Retroviruses

ELAReading Selections

On PeopleWith HIV/AIDS

GLOBAL HEALTHSUMMIT

ALGEBRAStatistics Relating To Medical Testing/

Decision Making

MICROBIOLOGYViruses and

Immunity

HEALTHPersuasive

Techniques of Advertising

ECONOMICSGovernment Regulation of

Pharmaceutical Industry

US HistoryTuskegee Syphilis

Study

A & PFunction and Mechanism Of Stem Cell

Research

LECell Division,

Differentiation, and Transformation

LAWEthics Relating to

Health and BiomedicalSciences

DO NO HARM(BIOMEDICALRESEARCH)

LAWFDA Guidelines

GEOMETRYPill Design-

Volume,Surface Area,

ALGEBRAHypothesis Testing

CHEMISTRYChemical Nature ofHerbs, Aspirin, and

Sources

HORTICULTUREHerbal Medicine

FLAHispanic Folk

Healing Practices

GLOBALLocal Culture and Healing Practices

SECOND OPINION(COMPLEMENTARYAND ALTERNATIVE

MEDICINE)

ELAResearch Paper on

A Pathogen

COMPUTERSLinear ProgrammingTime Usage Under

ProductionConstraints

ALGEBRAMeasure of

Parasitic Success/Calculating

Dosage

HEALTHMode of

Transmission

MICROBIOLOGYViruses/Bacteria, Chain of infection

CATCH THE FEVER(COMMUNICABLE

DISEASES)

ENGLISHResearch Paper

Treatments for a disease

PHYSICAL EDUCATION

Yoga/ Cultural Healing

ALGEBRASacred Geometry

Morbidity/mortalityRates

CHEMISTRYAllopathic versus

CAM

HEALTH SCIENCECAM and Alternative

Medicine

FLATranslation of

Medical Questions

WORLDHistory and

of Geography ofHealing

Practices

Cultural Differences

2014 National Health Science Curriculum Conference

• October 15-17, 2014• Denver, Colorado