Efnisyfirlit

• Title Page
• Copyright
• Dedication
• Contents
• Preface
• Acknowledgments
• Introduction
• Part I. Building the Foundation of a Skills-Based Approach
  • 1. The Role of Health Education
    • Health as a Continuum
    • The Need for Health Education
    • Using Resources in School-Based Health Education
    • Designing Health Education
    • Improving Health Outcomes
    • Summary
  • 2. Understanding a Skills-Based Approach
    • Components of Skills-Based Health Education
    • Skills-Based Health Education in Practice
    • Support for Skills-Based Health Education
    • Summary
  • 3. Equity and Justice in Health Education
    • Health Disparity and Health Inequity
    • Factors Contributing to Inequities
    • Social Justice and Health Equity
    • Social Justice Practices for Your Classroom
    • Summary
  • 4. Developing Health-Literate Individuals
    • Components of Health Literacy
    • Continuum of Health Literacy
    • Developing Health Literacy as an Asset
    • Establishing Health Literacy for Life
    • Summary
  • 5. Examining Student Motivation
    • Theories of Motivation
    • Developmental Levels and Motivation
    • General Considerations Across Age Levels
    • Summary
  • 6. Making Cross-Curricular Connections
    • A Coordinated Approach to Student Success
    • Shaping Local Wellness Policies
    • Making Interdisciplinary Connections for School Improvement
    • Summary
• Part II. Teaching to the National Health Education Standards
  • 7. Accessing Valid and Reliable Information, Products, and Services
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 8. Analyzing Influences
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 9. Interpersonal Communication
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 10. Decision Making
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 11. Goal Setting
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 12. Self-Management
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
  • 13. Advocacy
    • Step 1: Introduce the Skill
    • Step 2: Present Skill Cues/Critical Elements
    • Step 3: Model the Skill
    • Step 4: Practice and Feedback
    • Step 5: Assess the Skill and Support Transfer
    • Summary
• Part III. Putting Everything Into Practice
  • 14. Using Data to Inform Curriculum Planning
    • Compiling Functional Information
    • Gathering and Understanding Data
    • Interpreting Data to Make Decisions on Curriculum
    • Using Data to Build Support for Health Education
    • Summary
  • 15. Eight Steps for Curriculum Development
    • Step 1: Get to Know the Students and the Community
    • Step 2: Formulate Goals
    • Step 3: Design Benchmark Assessments
    • Step 4: Determine the Health Topics, Functional Information, and Skills
    • Step 5: Create a Scope and Sequence
    • Step 6: Develop Unit Plan, Objectives, and Outcomes
    • Step 7: Develop Unit Assessments
    • Step 8: Create Lesson Plans
    • Summary
  • 16. Designing Meaningful Assessments
    • Purpose of Assessment
    • Types of Assessment
    • Authentic Assessment
    • Rubrics and Grading
    • Constructive Feedback
    • Summary
• Part IV. Strategies for Effective Instruction
  • 17. Creating a Positive Learning Environment
    • Know Yourself
    • Have a Plan
    • Build Relationships With Your Students
    • Establish Classroom Norms, Consequences, and Reward Systems
    • Foster Student Leadership and Involvement
    • Be a Positive Role Model
    • Summary
  • 18. Implementing a Skills-Based Approach
    • Facilitate Learning Experiences
    • Format Lessons to Support Skill Development and Knowledge Acquisition
    • Provide Meaningful, Relevant Learning Experiences
    • Foster Participation and Active Learning
    • Provide Opportunities for Self-Reflection, Internalization, and Personalization
    • Provide Opportunities for Skill Development
    • Summary
  • 19. Meeting the Unique Needs of Teaching Elementary Health Education
    • Making Time for Health Education
    • Considerations for the Elementary Level
    • Using Children’s Literature to Support Health Education
    • Engaging Families and the Community
    • Summary
  • 20. Professional Development and Advocacy
    • Staying Current and Relevant
    • Engaging in Professional Development Opportunities
    • Developing a Personalized Professional Development Plan
    • Using What You Learn
    • Advocating for Health Education
    • Summary
• Glossary
• References
• Index
• About the Authors
• About SHAPE America

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