Student Wellbeing - Mental Health Education Initiative Improving Student Outcomes through Health...

Student Wellbeing - Mental Health Education Initiative

Improving Student Outcomes through Health Education

Day 2

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Intended Outcomes

• Investigate the requirements of the New Zealand Curriculum & HPE learning area and link effective teaching and learning.

• Explore concepts of effective community consultation for health education, as required by the New Zealand Curriculum

• Develop understanding around the key area of learning mental health education;

• Identify student needs for health education;• Consider effective strategies to use in the classroom • Review and develop school health education programmes.

Health and Physical Education Achievement Objectives

•Selected to meet the learning needs and interests of their students (P44)

•The AO’s are not mandated

•The aim is to spend time developing an understanding of how your programme is reflecting the spirit and intent of the NZ Curriculum

(Slide Adapted from Otago University 2008 HPE NZC

ppt.)

Look at your collected needs

• Are there any key areas of learning not reflected in your needs?

• Are there things that scaffold throughout the years?• Are there things particular to a certain year group?• Do you have a good coverage of Achievement Objectives

and can you see the underlying Concepts being developed through your programme?

• Think about the units or programmes you have in place already do any of them match to these needs if not why are you teaching them?

You can consider these questions back in school

Expert Jig saw

• SEL

Effective Pedagogy- within the Health and Physical Education

“Teaching actions that promote student learning”

NZC P 34(Slide Adapted from Otago University 2008 HPE NZC ppt.)

Effective Pedagogy

Group Work - Take one heading each

Complete a Y chart – How we teach -

• look like,

• sound like,

• feel like

in a classroom?

Effective Pedagogy Teaching as Inquiry• What is important (and therefore worth

spending time on), given where my students are at?

• What strategies (evidence-based) are most likely to help my students learn this?

• What happened as a result of the teaching, and what are the implications for future teaching?

• Where does assessment fit in all of this?(Slide Adapted from Otago University 2008 HPE NZC ppt.)

Change, Loss, and Grief

• Build on knowledge of the context of change, loss and grief within mental health education.

• Reflect on current school practices around creating supportive environments.

• Experience teaching and learning activities that model co-operative learning process as an inclusive strategy.

Reflection

• Do you have a better understanding of the concept of change, loss and grief?

• How do you know?

• Something I have learned?

• How do I know I have learned it?

• Something I need to know more about?

• Something I find interesting?

Effective Assessment within Health and Physical Education

“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teachers respond to the information that it provides”

NZC P39(Slide Adapted from Otago University 2008 HPE NZC ppt.)

We have to make sense of how the bits can be worked together to deliver the big picture goals

The “front end”

• Vision

• Values

• Principles

•Key competencies

• Pedagogy

A potentially transformative package

The “back end”

8 levels

8 learning areas

8 sets of AOs per level

The revised package

Critiquing Outside Agencies

Whole School Approach

What else could you do?

Whakatauki

To finish