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Developmental Standards Project- Health Education

Haley Richter EDPSY 251

+Vygotsky’s Sociocultural Theory of Learning

Social and cultural interactions guide a student’s development

Require cognitive development and communicative functions

Cultural and Economic status

+Vygotsky’s Sociocultural Theory of Learning

Social development Cognitive development.

Education from teacher and student (5.1-HS)

Seating arrangements (1.3- HS) Groups of 5-6 Intertwining male and females in clusters (if coed) Spreading cultural diversity within classroom

Jigsaw Method (1.4- HS) Group work followed by presentations by individuals Break through social barriers

+Gardener’s Theory of Multiple Intelligences Learning in a variety of ways

Eight Categories Verbal, Mathematical, Spatial, Bodily-

kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist

Retaining information and learning at optimum level

+Gardener’s Theory of Multiple Intelligences

Monday- read chapter, discussion, mimic exercise

Tuesday- lecture with PowerPoint, note taking, group activity

Wednesday- “The Bone Song”, Mimic exercise

Thursday- Physiology discussion

Friday- Bone an muscle Bingo

(2.3 HS)

+Mass Media Influences

Constantly surrounding

Vulnerability of Adolescents Constant need to fit in

Can lead to health issues sex, drugs, aggressive behavior, obesity,

eating disorders, and suicide. (1.1- HS)

+Mass Media Influences

Showing recent commercials, movie clips, TV shows…

Three magazine advertisements Relate to, positive, negative Discussion as a class

Students presenting advertisements

Discussion in groups Healthy and unhealthy factors

+Kohlberg’s stages of Moral Development

Series of moral dilemmas Decision on what to do is not important The reasoning behind the answer

Three levels of reasoning Preconventional Reasoning

Punishment and obedience orientation Individualism, instumental purpose and exchange

Conventional Reasoning Mutual interpersonal Expectations, Relationships, and Interconformity Maintenance and Social Order

Postconventional Reasoning Social contract Universal ethical principles

+Kohlberg’s stages of Moral Development

Discussing morality within subject area (1.1-HS) Health-related topics

Dating, drugs, alcoholism/drinking, stress management

+Biopsychosocial Approach

Biological, Psychological, and Social factors All factors being interrelated Resulting in unhealthy behavior

Journal Reflection for students (2.5-HS) Writing statement or question on the

board Reflection on own experiences

Psychoanalytical approach May discuss to the class, not forced

Question basket in the room

+Changing Families in a Changing Society

Diversity of families

Living in two homes Keeping track of school

work Organization Lack of communication

Parents to parent Child to parent

+Changing Families in a Changing Society

Staying up to date on online grade book (1.4- HS) Posting assignments in advance

Webpage Upcoming assignments, summaries of lessons we will be

learning, health tips, a link to the student gradebook, contact information, PowerPoints I have gone over in class, and extra information

Making sure parents and students are aware Sending home newsletter

+Adolescent Egocentrism

Heightened self-consciousness “It won’t happen to me”

Gimp by Mark Zupan (sections) Successful athlete becomes a quadriplegic due

to poor decisions His physical and emotional battles Success as a quadriplegic athlete Lessons he learned along the way

Project (2.5, 2.6-HS) How students relate to Mark’s experiences What students took from reading

+Reflection-Weaknesses

Ability to discipline teenagers Showing, observation, interviews with experienced

teachers

Technology Stilling learning, trying to keep up with latest

technologies Take a course (Ball State, continue education) Technology department at school

Innovative techniques- Creativeness Pulling ideas from fellow students in major Researching Community outreach centers

+Reflection

Intasc #2

Incorporating concepts on a day to day basis Comprehend, retain, and apply Individualism of each student

Positive environment Eliminating prejudices and biases

Understanding students’ home environment Presenting information students can relate to