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Michigan Model for Health K 5 Revised Update Training 08 09

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Wendy Sellers

On February 12, 2009, participants who attended Michigan Model for Health training requested information contained in this PowerPoint presentation.

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Professional & Program Services Department of Eaton ISD
Goals: Introduce the revised Michigan Model curriculum, content, and teaching strategies Focus on the relationships between health and academic achievement Reignite enthusiasm for teaching health education Provide materials and support Plan implementation of lessons Have fun!
Lifelong Learning CEUs Earned Professional Teaching Certificate since 1994 Need 6 CEUs every five years Keep certificate current
Medicaid Outreach Many Michigan children go without health care because they have no insurance coverage. MI Department of Community Health has programs available that can help families with their childrens health care needs. Please pick up Medicaid applications and brochures.
Productive Learning Environment When you are teaching your class, what behaviors do you like to see to make the learning environment as productive as possible? Can we agree to these for our work together today? Thank you!!
Creating a Healthy Student Create in small groups: Discuss what you think kids need to KNOW and DO to be healthy. Work together to communicate your ideas in a poster. Try to finish in 10 minutes Share with the large group: Introduce your team members by sharing name and school Spokesperson, describe the poster. You have 3 minutes.
Our Healthy Student Know Do
Wheeled recreation safety Fire and burn safety Fire emergency Dangerous situations When to get adult help Emergencies 911 Inappropriate touch Trusted adults who can help Variety of foods from all five food groups Healthy snacks Drinking water Daily physical activity Sleep, rest, and physical activity 8 Michigan Model for Health 速 Grade One Overview 24 Lessons Social & Emotional Health 1 Nutrition and Physical Activity Safety Alcohol, Tobacco & Other Drugs Personal Health & Wellness HIV Education Feelings of others Courtesy Compliments & appreciation Helping others Listening skills WIN LESSONS 3 LESSONS 7 LESSONS Medicines Differences between medicines and illicit drugs Poisonous household products Trustworthy sources of information Chemicals in tobacco Secondhand smoke 3 LESSONS Cover sneezes and washing hands Oral health 3 LESSONS
Curriculum Overview Six topical units: Social-Emotional Health Nutrition & Physical Activity Safety Alcohol, Tobacco and Other Drugs Personal Health & Wellness (grades K, 1, 3, 5) HIV & Reproductive (grades 4 and 5)
Curriculum Overview Look at your grade level Overview Handout. Review your poster of a healthy student. Look for the things on your poster that students need to know or do that are included in the curriculum. Identify any additional vital topics that are in the curriculum, that were not on your poster. Make notes on your poster about your observations.
Primary Purposes for Revision Update Reduce 53 to 21 lessons K 51 to 24 lessons 1 st 53 to 20 lessons 2 nd 56 to 25 lessons 3 rd 53 to 26 lessons 4 th 58 to 31 lessons 5 th
Draft K-6 Curricular Framework Gathered Input: Teachers, Parents, Students, Content Experts Reviewed Resources: Health Education Standards, CDC Principles and Criteria for Selection of Objectives: CDC risk behaviors + 2 Critical Health Content and Skills Health Education Standards Age Appropriate Avoid Duplication and Repetition Involve Parents
Grade Level Content Expectations (GLCEs) Student Learning Objectives for Each Grade
National Recognition Money This is a GREAT lesson. Hmmthis one is so-so.
What Happened? Lessons updated New topics added Instructional methods reviewed and refined Materials added or replaced if necessary
Teachers Piloted the Lessons MDE and MDCH Approve
Scavenger Hunt to Find Manual Gems Each person on your team will be assigned a section of the manual to review. Read through the scavenger hunt questions. Skim through your assigned section. Record any answers you find for the Scavenger Hunt questions. They are not in any particular order. Be ready to share with your small group in 10 minutes. We will all go over the answers together.
Scavenger Hunt Assignments Group of Four Why Teach Health? Overview How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1 Group of Five Why Teach Health? Overview, pages 1-8 Overview, pages 9-18 How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1
Welcome! United Dairy Industry of Michigan: Ann Guyer Nutrition Education
National and Michigan Health Standards are parallel Grade Level Content Expectations (GLCEs) = Framework = Student Learning Objectives Use assessment to assure that students meet the standards
Michigan Health Education Standards Apply health promotion and disease prevention concepts and principles to personal, family, and community health issues. Access valid health information and appropriate health-promoting products and services. Practice health-enhancing behaviors and reduce health risks. Analyze the influence of culture, media, technology, and other factors on health. Demonstrate effective interpersonal communication and other social skills to enhance health. Use goal-setting and decision-making skills to enhance health. Demonstrate advocacy skills for personal, family, and community health.
Teacher Student Self-Assessments Rubrics for instructional activities Checklists for skills
Educational Materials Teacher items: Manual & CD-ROM Poster set Building resources: Shared among four people Media: Media center REMC Video streaming
CD-ROM Overview Non-changeable Files PDF files Student Worksheets Teacher References Family Resource Sheets Changeable Files Word or Power Point Student Assessments Teacher Assessments
CD-ROM Overview Other Features Poster photos Family Resource Sheet Coupons Copyright permission form Curriculum framework Website links Feedback form
A B C D E F G H I J K R L B B L R B R L L R L M N O P Q R S T U V L B R L B L R L B L B W X Y Z B R L B
Modified Health Belief Model Skills Self-Efficacy Environmental Support Abilities to act in a healthy way Belief that one can use their skills to change life The most important predictors of current and future health status Facts to make responsible Decisions Understand severity Risks and benefits Peer, school, home, community support and reinforcement for healthy behaviors Behaviors Knowledge
Skills Self-Efficacy Environmental Support Behaviors Knowledge
Skills-Based Instruction Introduce Motivate Explain Model Demonstrate Check for Understanding Practice Guided Practice With Feedback Apply Use in real life
Brainstorm situations and behaviors that you deal with in your classroom that take time away from teaching.
Expressing Appreciation 1. What the person did that you liked How you felt about what they did What you liked about what the person did
Expressing Annoyance Respectfully (I-messages) What the person did How you felt about what they did What bothered you about what they did What you want them to do instead
Lets Practice Your colleague has promised to team-teach a Michigan Model lesson with you, but with the pressures of MEAP, decides she cant possibly team teach. 2. Your spouse/friend/child has offered, without any prodding from you, to clean the kitchen after you cooked a very large, messy meal.
Social-Emotional Skill Decision-Making and Problem-Solving: WIN Grade 1, page 62 Grade 2, page 87 Grade 3, page 92 WISE Grade 4, page 69 Grade 5, page 119 Look at the WIN to WISE handout.
WIN W HAT HAPPENED? Students are asked to think clearly about what happened. Students are asked to think of the best goal for the situation. Students are asked to calm down if needed.
WIN I DEAS for what to do Check it out: Values? Safety? Rules? Respect? Realistic? (If yes to all, keep that idea. If no for even one, cross it out!) Talk to an adult.
WIN N OW act Choose a good idea that you think will work best. Then act on it!
Practice Joshua has just moved to a new school from another state and doesnt know anyone. He sits alone at lunch and never has anyone to play with. He misses his friends from his old school, and doesnt like the way things are in this new school. What can he do?
Bullying prevention Wellness policy Other health-related policies Comprehensive guidance and counseling Coordinated school health programs
Discipline and Drop-Out Issues Employability Issues Model Anti-Bullying Policy Backpack Program Safe and Drug-Free Schools Goals
Federal Requirement Good for Kids Focus on Nutrition and Physical Activity Involves educators, families, community, food service, students,
24/7 Tobacco-Free Schools Asthma Character Education School Safety Physical Education and Health Education
Meets many CGC Standards One hour of classroom instruction per week CASEL Select Program
Coordinated School Health Programs Family & Community Involvement Physical Education School Health Services Nutrition Services Counseling, Psychological & Social Services Comprehensive School Health Education School-site Health Promotion for Staff Healthy School Environment
Please take a 5-minute walk around the building with a partner and discuss What health-related initiatives do I want to advance? How will the Michigan Model be used to do so? Return and share your ideas.
Implementation Plans Who? What? Where? When? How?
and in closing, please Complete your evaluation rubric Sign out & forms for CEUs Take your poster set

More Related Content

Michigan Model for Health K 5 Revised Update Training 08 09

  • 1. Professional & Program Services Department of Eaton ISD
  • 2. Goals: Introduce the revised Michigan Model curriculum, content, and teaching strategies Focus on the relationships between health and academic achievement Reignite enthusiasm for teaching health education Provide materials and support Plan implementation of lessons Have fun!
  • 3. Lifelong Learning CEUs Earned Professional Teaching Certificate since 1994 Need 6 CEUs every five years Keep certificate current
  • 4. Medicaid Outreach Many Michigan children go without health care because they have no insurance coverage. MI Department of Community Health has programs available that can help families with their childrens health care needs. Please pick up Medicaid applications and brochures.
  • 5. Productive Learning Environment When you are teaching your class, what behaviors do you like to see to make the learning environment as productive as possible? Can we agree to these for our work together today? Thank you!!
  • 6. Creating a Healthy Student Create in small groups: Discuss what you think kids need to KNOW and DO to be healthy. Work together to communicate your ideas in a poster. Try to finish in 10 minutes Share with the large group: Introduce your team members by sharing name and school Spokesperson, describe the poster. You have 3 minutes.
  • 8. Wheeled recreation safety Fire and burn safety Fire emergency Dangerous situations When to get adult help Emergencies 911 Inappropriate touch Trusted adults who can help Variety of foods from all five food groups Healthy snacks Drinking water Daily physical activity Sleep, rest, and physical activity 8 Michigan Model for Health 速 Grade One Overview 24 Lessons Social & Emotional Health 1 Nutrition and Physical Activity Safety Alcohol, Tobacco & Other Drugs Personal Health & Wellness HIV Education Feelings of others Courtesy Compliments & appreciation Helping others Listening skills WIN LESSONS 3 LESSONS 7 LESSONS Medicines Differences between medicines and illicit drugs Poisonous household products Trustworthy sources of information Chemicals in tobacco Secondhand smoke 3 LESSONS Cover sneezes and washing hands Oral health 3 LESSONS
  • 9. Curriculum Overview Six topical units: Social-Emotional Health Nutrition & Physical Activity Safety Alcohol, Tobacco and Other Drugs Personal Health & Wellness (grades K, 1, 3, 5) HIV & Reproductive (grades 4 and 5)
  • 10. Curriculum Overview Look at your grade level Overview Handout. Review your poster of a healthy student. Look for the things on your poster that students need to know or do that are included in the curriculum. Identify any additional vital topics that are in the curriculum, that were not on your poster. Make notes on your poster about your observations.
  • 11. Primary Purposes for Revision Update Reduce 53 to 21 lessons K 51 to 24 lessons 1 st 53 to 20 lessons 2 nd 56 to 25 lessons 3 rd 53 to 26 lessons 4 th 58 to 31 lessons 5 th
  • 12. Draft K-6 Curricular Framework Gathered Input: Teachers, Parents, Students, Content Experts Reviewed Resources: Health Education Standards, CDC Principles and Criteria for Selection of Objectives: CDC risk behaviors + 2 Critical Health Content and Skills Health Education Standards Age Appropriate Avoid Duplication and Repetition Involve Parents
  • 13. Grade Level Content Expectations (GLCEs) Student Learning Objectives for Each Grade
  • 14. National Recognition Money This is a GREAT lesson. Hmmthis one is so-so.
  • 15. What Happened? Lessons updated New topics added Instructional methods reviewed and refined Materials added or replaced if necessary
  • 16. Teachers Piloted the Lessons MDE and MDCH Approve
  • 17. Scavenger Hunt to Find Manual Gems Each person on your team will be assigned a section of the manual to review. Read through the scavenger hunt questions. Skim through your assigned section. Record any answers you find for the Scavenger Hunt questions. They are not in any particular order. Be ready to share with your small group in 10 minutes. We will all go over the answers together.
  • 18. Scavenger Hunt Assignments Group of Four Why Teach Health? Overview How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1 Group of Five Why Teach Health? Overview, pages 1-8 Overview, pages 9-18 How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1
  • 19. Welcome! United Dairy Industry of Michigan: Ann Guyer Nutrition Education
  • 20. National and Michigan Health Standards are parallel Grade Level Content Expectations (GLCEs) = Framework = Student Learning Objectives Use assessment to assure that students meet the standards
  • 21. Michigan Health Education Standards Apply health promotion and disease prevention concepts and principles to personal, family, and community health issues. Access valid health information and appropriate health-promoting products and services. Practice health-enhancing behaviors and reduce health risks. Analyze the influence of culture, media, technology, and other factors on health. Demonstrate effective interpersonal communication and other social skills to enhance health. Use goal-setting and decision-making skills to enhance health. Demonstrate advocacy skills for personal, family, and community health.
  • 22. Teacher Student Self-Assessments Rubrics for instructional activities Checklists for skills
  • 23. Educational Materials Teacher items: Manual & CD-ROM Poster set Building resources: Shared among four people Media: Media center REMC Video streaming
  • 24. CD-ROM Overview Non-changeable Files PDF files Student Worksheets Teacher References Family Resource Sheets Changeable Files Word or Power Point Student Assessments Teacher Assessments
  • 25. CD-ROM Overview Other Features Poster photos Family Resource Sheet Coupons Copyright permission form Curriculum framework Website links Feedback form
  • 26. A B C D E F G H I J K R L B B L R B R L L R L M N O P Q R S T U V L B R L B L R L B L B W X Y Z B R L B
  • 27. Modified Health Belief Model Skills Self-Efficacy Environmental Support Abilities to act in a healthy way Belief that one can use their skills to change life The most important predictors of current and future health status Facts to make responsible Decisions Understand severity Risks and benefits Peer, school, home, community support and reinforcement for healthy behaviors Behaviors Knowledge
  • 28. Skills Self-Efficacy Environmental Support Behaviors Knowledge
  • 29. Skills-Based Instruction Introduce Motivate Explain Model Demonstrate Check for Understanding Practice Guided Practice With Feedback Apply Use in real life
  • 30. Brainstorm situations and behaviors that you deal with in your classroom that take time away from teaching.
  • 31. Expressing Appreciation 1. What the person did that you liked How you felt about what they did What you liked about what the person did
  • 32. Expressing Annoyance Respectfully (I-messages) What the person did How you felt about what they did What bothered you about what they did What you want them to do instead
  • 33. Lets Practice Your colleague has promised to team-teach a Michigan Model lesson with you, but with the pressures of MEAP, decides she cant possibly team teach. 2. Your spouse/friend/child has offered, without any prodding from you, to clean the kitchen after you cooked a very large, messy meal.
  • 34. Social-Emotional Skill Decision-Making and Problem-Solving: WIN Grade 1, page 62 Grade 2, page 87 Grade 3, page 92 WISE Grade 4, page 69 Grade 5, page 119 Look at the WIN to WISE handout.
  • 35. WIN W HAT HAPPENED? Students are asked to think clearly about what happened. Students are asked to think of the best goal for the situation. Students are asked to calm down if needed.
  • 36. WIN I DEAS for what to do Check it out: Values? Safety? Rules? Respect? Realistic? (If yes to all, keep that idea. If no for even one, cross it out!) Talk to an adult.
  • 37. WIN N OW act Choose a good idea that you think will work best. Then act on it!
  • 38. Practice Joshua has just moved to a new school from another state and doesnt know anyone. He sits alone at lunch and never has anyone to play with. He misses his friends from his old school, and doesnt like the way things are in this new school. What can he do?
  • 39. Bullying prevention Wellness policy Other health-related policies Comprehensive guidance and counseling Coordinated school health programs
  • 40. Discipline and Drop-Out Issues Employability Issues Model Anti-Bullying Policy Backpack Program Safe and Drug-Free Schools Goals
  • 41. Federal Requirement Good for Kids Focus on Nutrition and Physical Activity Involves educators, families, community, food service, students,
  • 42. 24/7 Tobacco-Free Schools Asthma Character Education School Safety Physical Education and Health Education
  • 43. Meets many CGC Standards One hour of classroom instruction per week CASEL Select Program
  • 44. Coordinated School Health Programs Family & Community Involvement Physical Education School Health Services Nutrition Services Counseling, Psychological & Social Services Comprehensive School Health Education School-site Health Promotion for Staff Healthy School Environment
  • 45. Please take a 5-minute walk around the building with a partner and discuss What health-related initiatives do I want to advance? How will the Michigan Model be used to do so? Return and share your ideas.
  • 46. Implementation Plans Who? What? Where? When? How?
  • 47. and in closing, please Complete your evaluation rubric Sign out & forms for CEUs Take your poster set

Editor's Notes

  1. Wendy Welcome Introduce Micki and Wendy Start and stop on timetimeliness drawing Must complete in order to get certificate and materials