Writing Objectives
AsdMKJ
aligning_standards_objectives_activities_and_assessments2.pptxAligning Standards, Objectives, Activities, and Assessments
The Straight and Narrow
National Health Education Standards
Comprehend concepts
Analyze the influences of…
Access valid information
Interpersonal communication
Demonstrate Decision Making Skills
Demonstrate Goal Setting Skills
Practice Health Enhancing Behavior
Advocate for Personal Health
Practical Living/Career Studies: Curriculum and Instruction
| Demonstrator 1. Health Education Students have equitable access to high quality, rigorous health education curriculum. | |||
| No Implementation | Needs Improvement | Proficient/Meets Expectations | Distinguished |
| Health education curriculum does not provide opportunities for students to practice the skills embedded in the National Health Education Standards (NHES). | Health education curriculum provides limited opportunities for students to practice the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels. | Health education curriculum regularly provides opportunities for all students to become health literate by practicing the skills embedded in the National Health Education Standards (NHES) which establish, promote and support health-enhancing behaviors for students in all grade levels. | Health education curriculum regularly provides opportunities for all students to become health literate by demonstrating mastery of the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels. |
Standards and Objectives
| Standard | Objective: Upon completion of this lesson the students will: |
| Comprehend concepts | explain the relationship between tobacco use and disease. |
| Analyze the influences of… | investigate the impact of television/movie media has on promoting tobacco use. |
| Access valid information | explain the social appeal of tobacco use. |
| Interpersonal communication | present information collected from a questionnaire assessing the use of tobacco in the workplace. |
| Demonstrate Decision Making Skills | prepare a report for restaurant owners regarding the loss of revenue since the clean indoor air act went in affect. |
| Demonstrate Goal Setting Skills | provide support to someone trying to quit tobacco use. |
| Practice Health Enhancing Behavior | assess the success of a 30 day behavior change plan. |
| Advocate for Personal Health | develop a public service announcement against tobacco use. |
Objectives and activities
| Objectives | Activities |
| Explain the relationship between tobacco use and disease. | Make a PowerPoint about tobacco. Identifying the statistics for your population use and the health problems associated with using this product. No more than 10 slides |
| Assessment | |
| Rubric to assess the quality of the research and the presentation itself. |
Objectives and activities
| Objectives | Activities |
| Investigate the impact of television/movie media has on promoting tobacco use. | Watch Television for an evening and record the number of commercials/TV shows that show using tobacco as being cool or pleasing to the viewers. Write a response with 3 specific points and be ready to discuss in your group with at least two of your peers. |
| Assessment | |
| Assess the quality of the questions generated and responses given. |
Objectives and activities
| Objectives | Activities |
| Explain the social appeal of tobacco use. | Research information on tobacco, write a research paper using at a minimum of 4 valid sources. Identify a clear theory about the appeal of using tobacco. Give facts and examples to support your theory. |
| Assessment | |
| Rubric to assess the quality of the paper written. |
Objectives and activities
| Objectives | Activities |
| Present information collected from a questionnaire assessing the use of tobacco in the workplace. | Conduct a questionnaire in your school or in your community about tobacco. Should its use be banned in public places? In the workplace? Gather your information and present your results to the class in a power point presentation. |
| Assessment | |
| Several options including: a rubric to assess the development of the questionnaire, the quality of the results, or the presentation skills. |
Objectives and activities
| Objectives | Activities |
| Prepare a report for restaurant owners regarding the loss of revenue since the clean indoor air act went in affect. | Since the indoor air act passed there has been a lot of talk about the loss of business in restaurants. Students will conduct a survey with restaurant owners to see if sales have gotten worse or better since the law was enacted. The information will be put into a report that could be shared with other business owners to help them decide whether the law is costing them money. |
| Assessment | |
| Rubric to assess the information and quality of the report. Could extend to a role play of a conversation between the research team and a business owner. |
Objectives and activities
| Objectives | Activities |
| Provide support to someone trying to quit tobacco use. | Students will identify a specific goal they have for themselves or a loved one dealing with tobacco and will implement a program to help them achieve their goal. |
| Assessment | |
| Students will identify a specific goal they have for themselves or a loved one dealing with tobacco and will implement a program to help them achieve their goal. |
Objectives and activities
| Objectives | Activities |
| Assess the success of a 30 day behavior change plan. | Each person will partner with someone who uses tobacco and challenge them not to use a tobacco product for thirty days. After the thirty days write a paper on the pros and cons of the experiment and see if practicing a behavior for 30 days changes the behavior. |
| Assessment | |
| Rubric to assess items you’d expect to see in the paper. |
Objectives and activities
| Objectives | Activities |
| Develop a public service announcement against tobacco use. | Develop a PSA against smoking. Make sure you are very knowledgeable on the subject and your message is very clear. |
| Assessment | |
| Rubric to assess the information and quality of the public service announcement (PSA). |
BREAK!
Student-centered teaching
Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.
Student-centered teaching
Student-centered teaching shifts the focus of activity from the teacher to the learners. These methods include:
Active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class;
Student-centered teaching
Student-centered teaching shifts the focus of activity from the teacher to the learners. These methods include:
Active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class;
Cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability;
Student-centered teaching
Student-centered teaching shifts the focus of activity from the teacher to the learners. These methods include:
Active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class;
Cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability;
Inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges.
teacher vs. learner centered instruction
| Teacher-Centered | Learner-Centered |
| Focus is on instructor | Focus is on both students and instructor |
| Instructor talks; students listen | Instructor models; students interact with instructor and one another |
| Students work alone | Students work in pairs, in groups, or alone depending on the purpose of the activity |
| Instructor monitors and corrects every student utterance | Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise |
teacher vs. learner centered instruction
| Teacher-Centered | Learner-Centered |
| Instructor answers students’ questions | Students answer each other’s questions, using instructor as an information resource |
| Instructor chooses topics | Students have some choice of topics |
| Instructor evaluates student learning | Students evaluate their own learning; instructor also evaluates |
| Classroom is quiet | Classroom is often noisy and busy |
