Health Education 382

HLTH 382: Methods of Teaching K-12 Health Education

Prerequisites: ESHE 210 and HLTH 200, minimum 2.5 cumulative GPA

Credit Hours: (3) Three hours lecture and field placement, some of which may be outside of class time.
In this course, teacher candidates will use content from previous health courses to develop developmentally appropriate health lessons using fundamental instructional skills, teaching practices and strategies suitable for K-12 School Health classes.

Detailed Description of Content of Course

1) Study the role of state and national standards for making curricular decisions in school health;
        a. Virginia Standards of Learning for Health Education
        b. National Health Standards

2) Examine key guidance documents that influence curricular decisions in school health;
        a. A Nation at Risk: The need for Comprehensive School Health
        b. School Health Services
        c. Comprehensive School Health Education

3) Survey the myriad instructional strategies and technologies for teaching school health;
        a. Effective Teaching Strategies with School Health
        b. Standards-Based Lesson Planning and Assessments
        c. Essential Health Concepts, Healthy Decisions, and Advocacy/Health Promotion
        d. Teaching School Health to Diverse Learners.

4) Earn CPR/First Aid/ AED Instruction Certificate

Detailed Description of Conduct of Course

Course information will be presented through a wide variety of teaching methods including but not limited to: Lecture, Video, Discussion, Role Playing, Student presentations, Cooperative Learning, Team Building, Decision Making, Self-appraisals, Project Based Learning, Learning Focused Strategies, Decision Making, Peer teaching, Small group teaching, Field experiences.

Goals and Objectives of the Course

    Goals, objectives and assignments in this class may address the following sets of accreditation standards or guidelines:

1) Society of Health and Physical Educators/National Association for Sport and Physical Education (Shape/NASPE);

2) Council for Accreditation of Teacher Educators/National Council for the Accreditation of Teacher Education (CAEP/NCATE);

3) Interstate Teacher Assessment and Support Consortium (InTASC);

4) Virginia State Code for health and physical education p-12 teacher education programs (VDOE HPE);

5) Virginia Standards of Learning For Health Physical Education for P-12 schools;

6) PRAXIS II Health and Physical Education Content Test 5857 (PRAXIS II HPE);

    As a result of successfully completing this course, each teacher candidate will be able to:

1) Demonstrate knowledge, skills, and processes of health education as defined in the Virginia Standards of Learning (VDOE HPE1);

2) Demonstrate a basic understanding of the administration and planning of a health education program (VDOE HPE 4);

3) Differentiate instruction based on a continuous learning cycle (VDOE HPE 4, InTASC 6);

4) Develop plans for student safety, classroom management, injury prevention, and liability issues with peers and with P-12 students (VDOE HPE 4);

5) Plan and implement standards based curriculum and assessment that foster student learning and inform decisions about instruction (VDOE HPE Standard 4, InTASC 6);

6) Plan coordinated school health activities that include: community health, health advisory boards, local health departments, other stakeholders, and extra-curricular health and physical activity programs (VDOE HPE Standard 4, InTASC 9 & 10, NHES 8);

7) Use and teach the essential health knowledge, skills, and processes for teaching developmentally and culturally appropriate health education content standards (VDOE HPE 5, InTASC 4 & 5, NHES 2);

8) Design and implement developmentally appropraite curriculum, instruction, and performance-based assessment that are aligned with the Virginia Standards of Learning for Health (VDOE HPE7, InTASC6);

9) Analyze and use a wide variety of instruction models, methods, and strategies relative to K-12 school helath and create lessons using the models and strategies (VDOE HPE 4 & 7, InTASC 2 & 8, VSOL's);

10) Describe, analyze & demonstrate appropraite and effective teaching techniques for a variety of health content areas (VDOE HPE 4, 6, & 7, InTASC 3);

11) Interpret current research on teaching and learning and apply findings to the health classroom setting (VDOE HPE 8, InTASC 9, VSOL's);

12) Demonstrate lesson plans and content which are sensitive to the motivational characteristics of students (VDOE HPE 7, InTASC 2, VSOL's);

13) Appropriately integrate technology with instruction to enhance learning and performance (VDOE HPE standard 7, VSOL's, NHES 2);

14) Explain consumer health and access appropraite information through qualified web sites, journals, etc. (VDOE HPE 4, VSOL's, NHES 3);

15) Demonstrate the knowledge and skills to make healthy decisions that reduce health risks and enhance the health of self and others (VSOLS's, InTASC 4, NHES 1 & 2);

16) Access, evaluate, and use health information, products, and services that influence health and wellness in a positive manner (VSOL's, InTASC 4, NHES 1 & 8);

17) Demonstrate the use of appropriate health practices and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings (VSOL's, InTASC 5, NHES 8);

Assessment Measures

Assessment mesures may include the following: Peer Teaching, Lesson Plans, Unit Plans, Projects, K-12 teaching - Field Experience, Quizzes or Exams, Presentation, Peer evaluations, Portfolio, Attendance & Participation, Reflections, Dispositions assessment.

Other Course Information

Review and Approval

March 14, 2016

May, 2011

July, 2010

12/04/08     Course Revised and submitted      Beverly Zeakes