Healthful Living

IHE Training2012

Healthful Living Education

• Les Spell, Health, Physical Education and Athletics Consultant

• Ellen Essick, CDC Grant Manager/HIV Consultant

• Michele Wallen, Assistant Professor, East Carolina

University

• Burt Jenkins, Lead Healthful Living Teacher, Pitt County Schools

• Mary Russell, Educator Recruitment and Development

• Ouida Myers, Instructional Technology

Housekeeping

Group Norms

Bike Rack

Agenda

• Welcome & Introductions

• Instructional Practice

• Data Literacy: Youth Risk Behavior Survey

• Digital Literacy: Cyber-Bullying

• Connecting to Serve All: Can you shuffle?

• TPACK

• DPI Update

Text Lingo Quiz

Goals for Today

• Review what K-12 educators learned during Summer Institutes 2012

– Learn about DPI resources and tools to support the initiatives within the RttT Grant

– Explore ways to meet the learning needs of all students

– Continue to refine, develop, and plan for the deployment of the new Healthful Living Essential Standards across the LEA/Charter

• Make connections with the work done by Institutes of Higher Education

Healthful Living Wiki Tour

http://hlnces.ncdpi.wikispaces.net/

NC Educator Evaluation Alignment

Standard I - Teachers demonstrate leadership.

Standard II - Teachers establish a respectful environment for a diverse population of students.

Standard III - Teachers know the content they teach.

Standard IV - Teachers facilitate learning for their students.

Standard V - Teachers reflect on their practice.

Standard VI - Teachers contribute to the academic success of students.

North Carolina Professional Teaching Standards

Addressing Student Needs in an Addressing Student Needs in an Era Of New Content StandardsEra Of New Content Standards

I,II

Learning Strands

1.How does Healthful Living prepare students to be future ready?

2.How does Healthful Living connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to Healthful Living?

Practical Implications

NC State Board Goal:Public school students will be

healthy and responsible.

Healthy Responsible StudentsHealthy Responsible Students

North Carolina State Board of Education

III

Healthful Living =

Health Education Physical Education+

Health Education

Data LiteracyI,IV

• Intentional and unintentional injuries

• Lack of physical activity

• Use of tobacco

• Sexual risk taking

• Use of alcohol and other drugs

• Poor dietary behaviors

Serious Health Risks(Identified by CDC)

NC Youth Risk Behavior Survey

• Developed by CDC

• Given in NC each odd year since 1995

• Used by NC public schools and public health

• Best data on risk taking by youth www.nchealthyschools.org

• Middle school and high school data

How well do we know NC students?

Socrative.com Room # 90059

Team Initiated Problem Solving (TIPS) Model

CollectCollect & Use& UseDataData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem SolvingMeeting Foundations

Identify Problems(Define & Clarify)

(Newton et al, 2009)

Health Risk Behaviors & Academic Grades NC Middle Schools 2011 YRBS

Health Risk Behaviors & Academic Grades NC High Schools 2011 YRBS

NC’s Graduation Rate is at an All-Time High of 80.4%

Connections

National Standards

III

Bullying in Health & Physical Education

Physical Education COsHealth Education COs

The Bully Project II

Observations

What does bullying look like

in your school?

Observations

What does bullying

look like to:

Trey, Kelby, David, Alex?

Defining Bullying

GENERAL ASSEMBLY OF NORTH CAROLINA SESSION LAW 2009-212 SENATE BILL 526

Local Policy• Why is addressing bullying difficult?

• How have you been trained to handle bullying?

• What is your school policy?

• What have you done to intervene?

• What works well?

Empathy and Action

• Was she an ally?

• What did she do well?

• What would you change?

Bullying in Physical Education

• What do you see?

• How do you address it?

Cyber-Bullying

Think before you post or hit send

7.ICR.1.4 – Use structured thinking to avoid becoming a perpetrator or victim in cyber-bullying

Objectives

• Examine digital dating abuse

• Define digital disrespect

• Create strategies to reduce risks of digital sexual exploitation

What is Digital Dating Abuse?

• Unwanted and repeated phone calls, texts, or instant messages

• Pressure to share private or embarrassing pictures/videos

• That’s NotCool.com

Electronics and Real Life

• Nearly one-fourth of teens (22%) admit that technology makes them personally more forward and aggressive.

• More than one-third of teens (38%) say exchanging sexy content makes dating or hooking up with others more likely.

• Nearly one-third of teens (29%) believe those exchanging sexy content are “expected” to date or hook up.

• From the National Campaign to Prevent Teen Pregnancy & Cosmogirl.com

Digital Disrespect

• Spreading negative or embarrassing dirt (true, untrue, or unknown) via text, pic, or video about someone behind their back or to their face.

Source: AThinLine.org

3 Questions to Ask Yourself About Digital Disrespect:

1. Would it be okay if this was happening offline?

2. Will spreading this information come back to haunt me?

3. Isn't it just harmless fun?

What about “sexting”?

• Sexually explicit messages sent electronically, usually between cell phones

• Sexually explicit photos sent electronically, usually between cell phones

Draw Your Line

• Unhide. If you wouldn't say it to a person's face, don't say it online or text it.*

• Disengage. If someone's talking about you, don't respond—everything you say just fuels the fire. In this case, silence is golden.*

• Secure your stuff. Find the privacy settings for all the networks you're part of, and use them. They're there for a reason.*

• Save everything. If you're being harassed online, save the messages, posts, or comments so that you can back up requests for blocking or even a protective order (should it come to that).*

• Notify a trusted adult if you receive anything that is inappropriate or makes you feel uncomfortable.

*Source: AThinLine.org

Digital Privacy

Call Outs

www.stixy.com

Objectives7.ICR.1.4 – Use structured thinking to avoid becoming a perpetrator or victim in cyber-bullying

• Examine digital dating abuse

• Define digital disrespect

• Create strategies to reduce risks of digital sexual exploitation

DuFour Questions

• What do we want our students to learn?

• How will we know they are learning?

• How will we respond when they don’t learn?

• How will we respond when they do learn?

IV

Manuals

Connections

II

The Librarian Song

Healthful Living =

Health Education Physical Education+

III

Physical Education

Can you shuffle?

Dance Related Physical Education Clarifying Objectives

• PE.K.MS.1.3

• PE.K.MS.1.4

• PE.1.MS.1.4

• PE.3.MS.1.4

• PE.4.MS.1.2

• PE.5.MS.1.4

• PE.6.MS.1.4

• PE.7.MS.1.1

• PE.7.MS.1.4

• PE.8.MS.1.1

• PE.8.MS.1.4

• PE.9.MS.1.1

• PE.9.MS.1.4

Motor Skills

• PE.K.PR.4.1

• PE.K.PR.4.2

• PE.1.PR.4.1

• PE.1.PR.4.2

• PE.2.PR.4.1

• PE.2.PR.4.2

• PE.3.PR.4.2

• PE.3.PR.4.3

• PE.4.PR.4.2

• PE.5.PR.4.2

• PE.6.PR.4.2

• PE.7.PR.4.3

• PE.8.PR.4.2

Personal/Social Responsibility

• PE.K.HF.3.2

• PE.1.HF.3.2

• PE.2.HF.3.2

• PE.3.HF.3.2

• PE.5.HF.3.3

Health-Related Fitness

• PE.K.MC.2.1

• PE.1.MC.2.3

• PE.1.MC.2.4

• PE.3.MC.2.1

Movement Concepts

Flash Mob Essential Standard Alignment

• PR4. (Personal Responsibility): Use behavioral strategies that are responsible and enhance respect of self and others and value activity.

• MS.1 (Motor Skills): Apply competent motor skills and movement patterns needed to perform a variety of physical activities.

• MC.1 (Movement Concepts): Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement.

Note – Alignment with clarifying objectives will vary according to grade level implementation.

Flash Mob Rubric

Students will be assessed on:

– Rhythmic Timing

– Multidirectional Choreography

– Cooperation & Teamwork

– Creativity

Mark Your Rubric

Can you shuffle?

Flash Mob Modifications

How can this assessment be adapted for ELL students?

How can this assessment be adapted for students with exceptionalities?

DuFour Questions

• What do we want our students to learn?

• How will we know they are learning?

• How will we respond when they don’t learn?

• How will we respond when they do learn?

Connections

1.How does Healthful Living prepare students to be future ready?

2.How does Healthful Living connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to Healthful Living?

Practical Implications

Resources

http://www.stixy.com/guest/205809

Meeting the Needs of All Learners

What are the implications for meeting the needs of all learners as related to Healthful Living education?

Response to Instruction

• NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

1.How does Healthful Living prepare students to be future ready?

2.How does Healthful Living connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to Healthful Living?

Practical Implications

Integration Chalk Talk Walk

• Add to the charts as you please

• Connect to other’s ideas

Quick Reference Guides

http://ances.ncdpi.wikispaces.net/Reference+Guides

Health & Other Content AreasHealthy Lives, Healthy Choices

English/Language Arts

Social Studies/History

ForeignLanguages

The Arts

Examine how marketing has been used to promote smoking cigarettes and to stop people from smoking

Interview elders to find out how popular diets have changed since their childhoods

Examine how language barriers interfere with healthcare in developing countries and among immigrant populations

Use photography to capture images of community health

Read a book or novel and look at the choice made by the characters that contributed to their well-being

Compare global diets and lifespan

Read recipes in different languages and learn about the food ingredients from various cultures

Create dramatizations of challenging situations with “what would you do?” moments, and include examples of healthy responses

Source: The Complete Guide to Service Learning (Kaye, 2010)

Health & Other Content AreasHealthy Lives, Healthy Choices

Math Physical Education Computer Science

Find statistics regarding the reaction time of braking in a vehicle while under the influence of drugs and alcohol

Interview athletes for information about how food choices and exercise can build strength and endurance

Research how increased computer use (video games, social networking, etc.) impacts young people’s health

Find out how weather can affect the health of people living with conditions like asthma

Compare health care costs in rural, suburban and urban communities

Use pedometers and chart physical activity of students in a class

Design screen savers with positive messages about healthy choices and distribute to students and the community

Learn what blood pressure is and how to check it

Source: The Complete Guide to Service Learning (Kaye, 2010)

TPACK

Technological

Pedagogical

And

Content

Knowledge

TPACK Game

TPACK - Additions

Add any pedagogical strategies and/or technology tools that your district uses to the appropriate cup

TPACK Round 1• Select strips from 2 of the 3 cups (you can draw a 2nd

time)

• Record your selections in the TPACK Template (table for content, pedagogy, and technology)

• Fill in the missing component with a effective approach to support student learning

• Create a teaching and assessment strategy using each of the three TPACK selections.

• Post on Google Docs site

TPACK Round 2

• Select strips from each of the 3 cups (you can draw a 2nd time)

• Record your selections in the TPACK Template (table for content, pedagogy, and technology)

• Create a teaching and assessment strategy using each of the three TPACK selections.

• Post on Google Docs Site

What does this mean for my classroom?

• Enrich, extend and accelerate the SCOS.

• Differentiate through content, process and product.

Serving All is a

Process

II, IV

Connections

DPI Update

• CPR Graduation Requirement

• YRBS – Spring 2013 requests will be made in the Fall

• Professional Development

– Successfully Teaching MS/HS Health Manuals Fall 2012 (6 regional)

– How to be an ally (6 trainings begin in Oct 2012)

• Middle School Athletic Manual

Evaluation and Future Directions

Whatworked well Suggestions

for improvement

NCDPI Healthful Living Contact

Les Spell Health/Physical Education/Athletics Consultant NCDPILes.Spell@dpi.nc.gov919-807-3637

“The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.”

Technology Disclaimer

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.