Skills-based health education

SKILLS-BASED HEALTH EDUCATION
Title Page
Copyright
Dedication
Brief Contents
Contents
Preface
Acknowledgments
Reviewers
About the Author
Foreword
CHAPTER 1 Health/Social Emotional Education for the 21st Century
	Introduction
	Skills-Based Health Education and Social Emotional Learning
	Why Is Comprehensive Skills-Based Health/SEL Important?
	A Brain-Friendly Pedagogy
	The National Health Education Standards
	Social Emotional Learning Competencies
	The Power of Coordination: Whole School, Whole Community, Whole Child Model
		HEALTH EDUCATION
		PHYSICAL EDUCATION AND PHYSICAL ACTIVITY
		NUTRITION ENVIRONMENT AND SERVICES
		SCHOOL HEALTH SERVICES
		SCHOOL COUNSELING AND PSYCHOLOGICAL AND SOCIAL SERVICES
		SOCIAL AND EMOTIONAL CLIMATE
		PHYSICAL ENVIRONMENT
		EMPLOYEE WELLNESS
		FAMILY ENGAGEMENT
		COMMUNITY INVOLVEMENT
	How Skills-Based Health/SEL Education Supports the National Initiatives Centers for Disease Control and Prevention
	Healthy People 2020
	The Partnership for 21st Century Skills
	Common Core State Standards
	Review Questions
	References
CHAPTER 2 Theoretical Foundations
	Introduction
	The Role of Self-Efficacy in Changing Behavior
	Theories of Behavior Change
		ATTRIBUTION THEORY
		HEALTH LOCUS OF CONTROL
		UNREALISTIC OPTIMISM
		PROCHASKA’S TRANS-THEORETICAL MODEL OF HEALTH BEHAVIOR CHANGE
		THE HEALTH BELIEF MODEL
		THE PROTECTION MOTIVATION THEORY
		THEORY OF PLANNED BEHAVIOR
		SOCIAL COGNITIVE THEORY
	Review Questions
	References
CHAPTER 3 Curriculum and Instruction
	The Verbs of the Performance Indicators
	Planning District Curriculum Using Backward Design
	CDC Resources
	Planning Skills Units Using Backward Design
	Lesson Plans
	Continuous Cycle of Curriculum Improvement
	Characteristics of Effective Health Education
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
		CLASSROOM APPLICATION
	Training Health Educators
	National Certification
	Health Education Code of Ethics
	Professional Development
	Review Questions
	Answers to the True/False
	References
CHAPTER 4 Assessment
	Purpose of Assessment
	Assessment Vs. Grading
	Using Assessment in the Classroom
	Formative and Summative Assessment
		FORMATIVE AND SUMMATIVE ASSESSMENT TOOLS
	Formative Assessment Tools
	Formative Tools That Provide General Information
		THUMBS UP/THUMBS DOWN
		“GIVE ME FIVE OR MORE”
		STOP LIGHTS
		RATE IT
		THERE, ALMOST THERE, NOT EVEN CLOSE
		THE LEARNING CONTINUUM
		BULL’S EYE
		STOP/GO
		SELF-SORTING
		QUESTION BOX
		AUDIENCE RESPONSE SYSTEMS
	Formative Tools That Provide Specific Information
		CUBES
		STICKY NOTE SPLASH
		DICE
		BOW TIES
		SORTS
		WHITEBOARDS
		CAROUSELS
		STICKY BAR GRAPHS
		PEAKS AND VALLEYS
		FOOTBALL FIELD
		BOARD GAME—GREEN, YELLOW, RED RECTANGLES
		PERFORMANCE TASK REFLECTION
		LETTER-CARD RESPONSES
	Summative Assessment
	Giving Feedback for Summative Assessments
		SUMMATIVE ASSESSMENT TOOLS
	Rubrics
		ADVANTAGES OF USING RUBRICS
		COMMUNICATION TOOL
		TYPES OF RUBRICS
	Performance-Based Assessment
		PERFORMANCE TASKS
	Assessing Performance Tasks
	Assessment Guidelines
		ASSESSMENT PROMOTES STUDENT LEARNING
		ASSESSMENT STRATEGIES ARE ALIGNED WITH STANDARDS, CURRICULUM, AND INSTRUCTION
		ASSESSMENTS MUST BE EQUITABLE, VALID, AND RELIABLE
		STUDENTS RECEIVE CLEAR ASSESSMENT INFORMATION REGARDING WHAT PERFORMANCE EVIDENCE IS EXPECTED
		FEEDBACK FROM THE INSTRUCTOR HELPS STUDENTS IMPROVE THEIR PERFORMANCE. IF NECESSARY, STUDENTS SHOULD HAVE MORE THAN ONE OPPORTUNITY TO DEMONSTRATE WHAT THEY KNOW AND ARE ABLE TO DO
		STUDENTS AND PARENTS/GUARDIANS RECEIVE INFORMATION REGARDING ACHIEVEMENT OF THE STANDARDS
		INSTRUCTORS CONTINUALLY REVIEW AND ADJUST THEIR ASSESSMENTS AND ASSESSMENT SYSTEMS, WHEN NECESSARY
	Assessment Systems
		CLASSROOM ASSESSMENT
		SCHOOL AND DISTRICT ASSESSMENTS
		STATE ASSESSMENTS
	Review Questions
	References
CHAPTER 5 Teaching National Health Education Standard 1
	Standard 1
	Choosing Content
		IF THE STANDARDS ARE A FRAMEWORK, HOW ARE THEY USED TO BUILD CURRICULUM AND INSTRUCTION? HOW DOES ONE CHOOSE CONTENT?
	Prek–Grade 2
		WHAT DOES STANDARD 1 LOOK LIKE IN THE PREK–2 CLASSROOM?
	Grades 3–5
		WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 3–5 CLASSROOM?
	Grades 6–8
		WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 6–8 CLASSROOM?
	Grades 9–12
		WHAT DOES STANDARD 1 LOOK LIKE IN THE GRADES 9–12 CLASSROOM?
	Content Resources
	Review Questions
	References
CHAPTER 6 Teaching National Health Education Standard 2
	Standard 2
	Teaching the Skill
	Prek–2
		WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Grade 2—Analyzing Influences—School Bus Safety
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO BUS SAFETY, INCREASED SELF-CONFIDENCE, AND THE SKILL OF ANALYZING INFLUENCES
	Grades 3–5
		WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE GRADES 3–5 CLASSROOM?
	Unit Name: Grade 5—Analyzing the Influences of Advertising Gimmicks on Personal Health
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO GOOD NUTRITION AND THE SKILL OF ANALYZING INFLUENCES
	Grades 6–8
		WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE MIDDLE SCHOOL CLASSROOM?
	Unit Name: Grade 8—Analyzing Influences—Electronic Aggression
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO COMBATING ELECTRONIC AGGRESSION AND INCREASING THE SKILL OF ANALYZING INFLUENCES
	Grades 9–12
		WHAT DOES THE SKILL OF ANALYZING INFLUENCES LOOK LIKE IN THE HIGH SCHOOL CLASSROOM?
	Unit Name: Grade 9—Analyzing Influences—Bicycle Safety
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO HELPING STUDENTS UNDERSTAND THE FACTORS THAT INFLUENCE THEIR BEHAVIOR
	Review Questions
	References
CHAPTER 7 Teaching National Health Education Standard 3
	Standard 3
	Teaching the Skill
	PreK–2
		WHAT DOES THE SKILL OF ACCESSING VALID INFORMATION, PRODUCTS, AND SERVICES TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 1 CLASSROOM?
	Unit Name: Grade 1—Accessing Information—Health Helpers
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO HELPING STUDENTS LEARN THE SKILL OF ACCESSING VALID SOURCES OF INFORMATION, PRODUCTS, AND SERVICES
	Grades 3–5
	Unit Name: Grade 4—Accessing Valid Information About Safety Equipment
		HOW THE WSCC SCHOOL HEALTH TEAM CONTRIBUTES TO DECREASING UNINTENTIONAL INJURIES AND INCREASING THE SKILL OF ACCESSING INFORMATION
	Grades 6–8
	Unit Name: Grade 7—Accessing Information About Food Allergies and Asthma
		HOW THE WSCC SCHOOL HEALTH TEAM SUPPORTS WAYS TO REDUCE OR PREVENT INJURIES AND OTHER ADOLESCENT HEALTH PROBLEMS THAT RESULT FROM FOOD ALLERGIES AND ASTHMA AND ACCESS VALID INFORMATION, PRODUCTS, AND SERVICES TO ENHANCE HEALTH
	Grades 9–12
		WHAT DOES THE SKILL OF ACCESSING INFORMATION LOOK LIKE IN THE GRADE 10 CLASSROOM?
	Unit Name: Grade 10—Accessing Valid Information About Contraception and Sexually Transmitted Infections
	Review Questions
	References
CHAPTER 8 Teaching National Health Education Standard 4
	Standard 4
	Teaching the Skill
	Pre K–2
		WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Kindergarten—Using Interpersonal Communication Skills for Personal Safety
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION/RELATIONSHIP SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS
	Grades 3–5
		WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE GRADES 3–5 CLASSROOM?
	Unit Name: Grade 4—Using Interpersonal Communication Skills to Cope With Bullying
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS
	Grades 6–8
		WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE MIDDLE SCHOOL CLASSROOM?
	Unit Name: Grade 8—Using Interpersonal Communication Skills to Refuse Alcohol
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS
	Grades 9–12
		WHAT DOES THE SKILL OF INTERPERSONAL COMMUNICATION LOOK LIKE IN THE GRADE 11 CLASSROOM?
	Unit Name: Grade 11—Using Interpersonal Communication Skills to Cope With Sexting
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE INTERPERSONAL COMMUNICATION SKILLS TO ENHANCE HEALTH AND AVOID OR REDUCE HEALTH RISKS
	Review Questions
	References
CHAPTER 9 Teaching National Health Education Standard 5
	Standard 5
	Teaching the Skill
	Pre K–Grade 2
		WHAT DOES THE ABILITY TO USE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Pre-Kindergarten—Using Decision-Making Skills to Be Safe With Medicine
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH
	Grades 3–5
		WHAT DOES THE ABILITY TO USE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 5 CLASSROOM?
	Unit Name: Grade 5—Making Decisions to Lose Weight by Eating Healthy and Increasing Physical Activity
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH
	Grades 6–8
		WHAT DOES THE ABILITY TO DEMONSTRATE DECISION-MAKING SKILLS TO ENHANCE HEALTH LOOK LIKE IN THE GRADE 8 CLASSROOM?
	Unit Name: Grade 8—Using Decision Making to Help a Friend With an Eating Disorder
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH
	Grades 9–12
		WHAT DOES THE SKILL OF DECISION MAKING LOOK LIKE IN THE GRADE 9 CLASSROOM?
	Unit Name: Grade 12—Using Decision-Making Skills to Cope with the Pressure to Use Alcohol and Marijuana
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE DECISION-MAKING SKILLS TO ENHANCE HEALTH
	Review Questions
	References
CHAPTER 10 Teaching National Health Education Standard 6
	Standard 6
	Teaching the Skill
	Prek–2
		WHAT DOES THE SKILL OF GOAL SETTING TO ENHANCE HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Grade 1—Goals for Dental Health and Recycling
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 3–5
		WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 3 CLASSROOM?
	Unit Name: Grade 3—Setting Goals to Improve Relationships
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 6–8
		WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 8 CLASSROOM?
	Unit Name: Grade 7—Setting Goals to Improve Wellness
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 9–12
		WHAT DOES THE SKILL OF GOAL SETTING LOOK LIKE IN THE GRADE 12 CLASSROOM?
	Standard 6 Performance Task: Grade 12—Using Goal-Setting Skills to Quit Tobacco
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Review Questions
	References
CHAPTER 11 Teaching National Health Education Standard 7
	Standard 7
	Teaching the Skill
	Prek–2
		WHAT DOES THE SKILL OF PRACTICING HEALTH-ENHANCING BEHAVIORS LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Grade 2—Using Healthy Behaviors to Improve Health
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 3–5
		WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 5 CLASSROOM?
	Unit Name: Grade 5—Practicing Healthy Behaviors to Reduce Stress
		HOW THE WSCC HEALTH TEAM HELPS STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS
	Grades 6–8
		WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 7 CLASSROOM?
	Unit Name: Grade 7—Using First Aid and CPR to Reduce Unintentional Injuries
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS
	Grades 9–12
		WHAT DOES THE SKILL OF PRACTICING HEALTHY BEHAVIORS LOOK LIKE IN THE GRADE 12 CLASSROOM?
	Unit Name: Grade 12—Using Healthy Behaviors to Manage Stress
		HOW THE WSCC SCHOOL HEALTH TEAM STUDENTS PRACTICE HEALTHY BEHAVIORS AND AVOID OR REDUCE HEALTH RISKS
	Review Questions
	References
CHAPTER 12 Teaching National Health Education Standard 8
	Standard 8
	Teaching the Skill
	Prek–2
		WHAT DOES THE SKILL OF ADVOCACY FOR PERSONAL, FAMILY, AND COMMUNITY HEALTH LOOK LIKE IN THE PREK–2 CLASSROOM?
	Unit Name: Grade 1—Health Helpers as Advocates
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 3–5
		WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 3 CLASSROOM?
	Unit Name: Grade 3—Advocate for Positive Friendships
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 6–8
		WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 8 CLASSROOM?
	Unit Name: Grade 8—Using Advocacy to Promote the Implementation of a School Vegetable Garden
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Grades 9–12
		WHAT DOES THE SKILL OF ADVOCACY LOOK LIKE IN THE GRADE 11 CLASSROOM?
	Unit Name: Grade 12—Advocating for a School Health Fair
		HOW THE WSCC SCHOOL HEALTH TEAM HELPS STUDENTS USE GOAL-SETTING SKILLS TO ENHANCE HEALTH
	Review Questions
	References
Worksheets
Glossary
Index