Michigan Model K 6 New Teacher One Day Training 08 09
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Michigan Model K 6 New Teacher One Day Training 08 09

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Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.

Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.

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  • Wendy Welcome Introduce Micki and Wendy Start and stop on time…timeliness drawing Must complete in order to get certificate and materials

Michigan Model K 6 New Teacher One Day Training 08 09 Michigan Model K 6 New Teacher One Day Training 08 09 Presentation Transcript

  • 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
    • Ignite enthusiasm for teaching health education
    • Provide materials and support
    • Plan implementation of lessons
    • Have fun!
  • Lifelong Learning…
    • CEU’s
      • Earned Professional Teaching Certificate since 1994
      • Need 6credits or 18 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 children’s 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
  • What Is Michigan Model?
      • Scope and Sequence
      • Nationally recognized drug abuse prevention program
      • Nationally recognized violence prevention program
      • CASEL Select Program
      • Evaluation results
    Handouts #9a-13
  • Six Categories of Behaviors That Contribute Most to Adverse Health and Social Outcomes Two Rs for Stopping Assault & Preventing Violence Grades 7 & 8 Grades 9-12 Protect a Friend—Share Your Skills HIV, AIDS, & Other STDs It’s No Mystery: Tobacco Is a Killer What’s Food Got to Do With It? It’s Time to Move! Injuries & Violence Alcohol & Other Drugs Sexual Behaviors Tobacco Poor Diet Physical Inactivity Michigan Model for Health Teens Voice Solutions Managing Conflicts & Preventing Violence Teens Campaign Against Tobacco Help Yourself to Good Nutrition Stay Physically Active for Life Healthy & Responsible Relation-ships
  • Latest Issues in Health Education All Bets Are Off! Grades 7 & 8 Grades 9-12 Choosing Who I Am… Gambling Character Education Michigan Model for Health Building Character in Ourselves… Don’t Bet on It! Service Learning Managing Life… Alt. Ed. ? ? ? Building Character Through Service Learning ? Sun Safety Take Control of Your Sun Exposure Look Young & Stay Healthy—Your Choice
    • 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 ® 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
    • Caffeine
    • Unhealthy ways to manage weight and stress
    • Tobacco
    • Media literacy
    • Influences
    • School rules and community laws
    • Norm of non-use for most young people
    • Tobacco-free commitment
    • Resources for help
    • Alcohol
    • Marijuana
    • Refusal skills
    • Persuading others to avoid drugs
    • Avoid riding with a driver who has been drinking
    10
    • Managing strong feelings
    • Expressing appreciation
    • Friendships
    • Assertive communication
    • Listening skills
    • Stress management
    • Get help when needed
    • Decision-making and problem-solving skills
    • Non-violent conflict resolution skills
    • Seat belts
    • Passenger behavior
    • Advocacy
    • Dangerous objects and weapons
    • Weapons at school
    • Internet safety
    • Personal boundaries
    • Child sexual abuse and abduction
    • Food-borne illness
    • Benefits of good nutrition and activity
    • Influences
    • Personal preferences
    • Unhealthy ways to manage weight and stress
    • Plan for daily healthy eating and physical activity
    • Support others
    Michigan Model for Health ® Grade Six Overview 36 Lessons - DRAFT Social & Emotional Health 6 Nutrition and Physical Activity Safety Alcohol, Tobacco & Other Drugs Personal Health & Wellness LESSONS 7 LESSONS 8 LESSONS LESSONS
    • Prevent the spread of germs
    1 LESSON HIV Education 10
  • Curriculum Overview
      • Six topical units:
        • Social-Emotional Health
        • Nutrition & Physical Activity
        • Safety
        • Alcohol, Tobacco and Other Drugs
        • Personal Health & Wellness (K, 1, 3, 5, 6)
        • HIV & Reproductive (4 and 5)
  • Curriculum Overview
      • Look at your grade level Overview Handout (in your folder).
      • 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
      • K = 53 to 21 lessons
      • 1 st = 51 to 24 lessons
      • 2 nd = 53 to 20 lessons
      • 3 rd = 56 to 25 lessons
      • 4 th = 53 to 26 lessons
      • 5 th = 58 to 31 lessons
      • 6 th = 49 to 36 lessons
  • 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. Hmm…this one is so-so.
    • 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
  • 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
  • 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
  • Brainstorm situations and behaviors that you deal with in your classroom that take time away from teaching.
  • 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 (HO)
    • Introduce
    • Motivate
    • Explain
    • Model
    • Demonstrate
    • Check for Understanding
    • Practice
    • Guided Practice With Feedback
    • Apply
    • Use in real life
  • Expressing Appreciation
    • What the person did that you liked
    • How you felt about what they did
    • What you liked about what the person did
  • Let’s Practice
    • Your colleague has promised to team-teach Michigan Model lessons with you. Noticing how overwhelmed you are with testing, he/she volunteers to do your lessons also.
    • 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
      • Grade 6, page 134
    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!
  • WISE (grades 4-6)
    • W hat is the situation and what is the best goal?
    • I deas to think about
    • S elect the best option and act.
      • To help yourself select the best option, ask yourself “What if?”
      • E valuate what happened.
  • Practice
      • Joshua has just moved to a new school from another state and doesn’t know anyone. He sits alone at lunch and never has anyone to play with. He misses his friends from his old school, and doesn’t like the way things are in this new school. What can he do?
  • Grade 6, Option
    • Describe the decision or problem
    • Identify what you want to happen
    • Brainstorm optional ways to get what you want to happen
    • Omit ideas that don’t have the qualities of a good decision or ideas you don’t want to try
    • Select an idea to try
    • Act on the idea
    • Evaluate how it turned out
    • 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
  • School-Based Breakfast & Lunch Programs = Dietary Behaviors: Impact on Learning Hungry or undernourished children are often irritable and apathetic, lack energy, have difficulty concentrating, perform lower on standardized tests, and are at increased risk for infection and absenteeism. Adequate nutrition increases the brain’s ability to learn. Obese learners often experience low self-esteem due to ostracism from peers.
    • Increased school attendance
    • Greater student attention and class participation
    • Decreased behavioral problems
    • Increased learning and academic achievement
    Obese learners often experience long-term physical complications and significant psychological and social consequences.
  • Welcome!
    • United Dairy Industry of Michigan:
    • Ann Guyer
    Nutrition Education
    • Bullying prevention
    • Wellness policy
    • Other health-related policies
    • Comprehensive guidance and counseling
    • Coordinated school health programs
  • Implementation Plans
    • Who?
    • What?
    • Where?
    • When?
    • How?
    • SPLASH teachers stay in the room for a meeting.
    • Non-SPLASH teachers, please pair up and walk around the building and discuss how you will implement the Michigan Model lessons with fidelity.
    • Be prepared to share after break.
  • #1 Killer of Children
    • Unintentional Injuries
    • Alias….accidents
    • Brainstorm situations that could get your students into trouble.
  • Now it’s your turn
    • Select a lesson from the Safety Unit.
    • Look over your chosen lesson individually.
    • Prepare to report on:
    • Highlights/topics covered
    • Interesting activity
    • Strengths/concerns
    • Share with your small group.
  • What is it?
    • 1 in 4 girls
    • 1 in 6 boys
    • affected by age 18
  • Why Is This Safety Issue Included?
    • One in four girls and one in six boys is sexually abused before the age of 18.
    • One in five children are solicited sexually while on the Internet.
    • Only 10% are abused by strangers.
    • The median age for reported abuse is nine years old. Children are most vulnerable between the ages of 8-12.
    • Most children don't tell even if they have been asked.
    Sources: Darkness to Light, Non-profit Organization, Charleston, SC: www.darkness2light.org Advocates for Youth: www.advocatesforyouth.org
  • Why Is This Safety Issue Included?
    • Over 30% of victims never disclose the experience to anyone.
    • Estimates of the percentage of the U.S. population that has been sexually abused is from a low of 20-24 percent to 54-62 percent depending on the behaviors included in the count.
    • Factors that worsen the severity of negative effects include: younger age at first abuse, less developmental maturity, longer duration of abuse, lack of support upon disclosure.
    Sources: Darkness to Light, Non-profit Organization, Charleston, SC: www.darkness2light.org Advocates for Youth: www.advocatesforyouth.org
  • What are potential consequences for a child who has been sexually abused? Why Is This Safety Issue Included?
  • Personal Safety Goals
    • How to judge between safe and unsafe touch
    • How to protect themselves
    • Who to go to for help
  • Basic Personal Safety Skills Taught At All Grade Levels Say “No.” Get away. Yell. Tell someone. Keep telling until someone helps you.
  • Themes in Personal Safety
    • There are differences between good secrets, bad secrets, and surprises. Bad secrets should never be kept private.
    • There are differences between good touch, bad touch, and confusing touch.
    • The parts of the body covered by a bathing suit are “private parts.”
    • There are lots of adults who can help.
    • It’s not the child’s fault!
  • Where? Why? How?
    • Always in the Safety unit
    • Always use a video
    • Always the last lesson
      • Grade Two: the last two lessons
      • Grade Three: included on a video with other safety issues
    • Time to notify families
    • NOTE: Grade Six lesson may need Sex Education Advisory Committee approval
  • Personal Safety Lessons
    • Kindergarten: Safety Lesson 5
    • Grade 1: Safety Lesson 7
    • Grade 2: Safety Lessons 4 & 5
    • Grade 3: Safety Lessons 4
    • Grade 4: Safety Lesson 7
    • Grade 5: Safety Lesson 4
    • Grade 6: Safety Lesson 8
  • Personal Safety Media
    • K: “What Tadoo”
    • 1 st : “What Tadoo About Secrets”
    • 2 nd : “Believe Me” (20 min)
    • 3 rd : “Staying Safe: Strangers, Cyberspace & More” (20 min)
    • 4 th grade: “Now I Can Tell You My Secret” (15 min)
    • 5 th grade: “When Should You Tell? Dealing With Abuse” (14 min)
    • 6 th grade: “Why Me? Incest Prevention” (16 min)
  • Personal Safety Jigsaw:
    • Form groups of three.
    • Read and prepare a report: (15 minutes):
      • 1’s read “Teaching Personal Safety.”
      • 2’s read “What to Do If a Student….”
      • 3’s read ‘You are a mandated reporter.”
    • Share a summary. (3 minutes)
  • How Can Health Education Help? Alcohol, Tobacco and Other Drugs
  • “ Just Say No” to drugs has had about as much impact on drug use as “ Have a nice day” has on clinical depression.
  • What do you think?
    • Which drugs are most likely to harm young people?
    • What can influence youth to use drugs?
    • What can equip youth to avoid drug use?
    • What do you want to know about teaching drug prevention?
  • What Do We Know About Drug Abuse and Children?
    • Some drugs are medicines and must be used correctly.
    • Any use of non-medicinal drugs is illegal.
    • Underage use of tobacco and alcohol is illegal.
    • Any illegal drug use by minors is drug abuse.
    • Preventing underage use of legal drugs is likely to prevent future use of illegal drugs.
    • The earlier drug abuse begins, the more likely negative consequences will result.
    • Drug abuse is linked to additional risk-taking behavior.
  • Drug Prevention: What Does vs Does NOT Work
    • Deal out your deck of “Drug Prevention Strategies Cards.”
    • Read one at a time.
    • Discuss whether you think each strategy is one that works or one that doesn’t.
    • Place them in two separate piles:
      • Does Work
      • Does Not Work
  • What Does NOT Work
    • Information-only programs about negative effects of drugs
    • Listing & describing a menu of drugs
    • Affective-only programs
    • Scare tactics
    • Testimonies of ex-addicts
    • Non-promotion of students to the next grade
    • Pre-packaged curricula used in isolation
    • One-shot programs
    • Inconsistent messages
  • What DOES Work
    • Enhance protective factors; reduce risk factors
    • Target gateway drugs
    • Promote refusal skills, anti-drug commitments, social competency
    • Use interactive methods
    • Include parent/caregiver component for family focus
    • Provide continuity and repeated reinforcement
    • Enhance school & family interventions with community campaigns and policy changes
    • Address community drug problems
    • Tailor age-specific, developmentally-appropriate, & culturally-sensitive programs
  • Refusal Skills Grade 5
    • Say “No” to Tobacco and Other Drugs:
    • Say a direct “No.”
    • Repeat the same phrase over and over.
    • Suggest another activity.
    • Give a reason.
      • Give a fact.
      • State your feelings or opinion.
    • Walk away.
    • How to say “no” firmly:
    • Use a firm voice and speak loudly, but don’t shout.
    • Look the person straight in the eye.
    • Stand tall.
  • Refusal Skills Practice
    • Find someone in the room you haven’t spoken to who has is wearing the same color as you. You are a pair.
    • Shorter person will refuse first; taller will be observer.
    • Refusers: Draw two red cards from the pile. You will use these two strategies to refuse me.
    • Observers: Watch and listen to your partner. Be prepared to tell what was effective and one thing to improve.
    • Refuse me out loud when I read the situation.
    • Switch roles.
  • Refusal Skills Situation 1
    • You and a friend live in the same neighborhood. You’ve been wanting to socialize more with the neighbors, so you’re helping her host a Superbowl party at her house. About a dozen of your neighbors are there. Everyone seems to be having a good time eating and drinking beer. You have had your limit of two beers and are drinking pop. Some of the neighbors are getting more boisterous than you’ve ever seen them. One of them says to you, “I’m glad to get to know you…let’s drink to friendship. Here have a beer with me. ”
    • How will you refuse?
  • Refusal Skills Situation 2
    • You have been wanting to lose that extra 10 pounds that snuck up on you. Your friend gushes on about how she lost 20 pounds by drinking energy drinks and taking diet pills. She hands you a bottle of the pills and says, “Here. These are the pills I use. Try them…I guarantee you’ll lose weight fast. ”
    • How will you refuse?
  • Sample Student Situation
    • You are at another student’s house doing a class project. His or her parents are not home. The other student shows you an unmarked bottle of pills. He or she suggests each of you take two or three pills. Your classmate says, “They will give you a nice high.” You have no idea what type of drug is in the pills, and you don’t want to take any.
    • How will you refuse?
  • Michigan Model for Health ® : Personal Health & Wellness Topics Kindergarten: Three lessons Germs and handwashing Brushing teeth Advocating   Grade 1: Three lessons Cover coughs and sneezes Handwashing Tooth care Grade 2: no lessons     Grade 3: Two lessons Personal hygiene Making a hygiene plan   Grade 4: no lessons   Grade 5: Two lessons Skin, hair, nails, and oral hygiene Media influences Grade 6: One lesson Germ-busting
  • Michigan Model for Health ® : HIV Prevention Topics Grades 4 and 5
    • Define HIV and AIDS
    • Identify how HIV is and is not transmitted
    • Identify ways to protect from HIV and other blood-borne infections
    • Explain ways to befriend someone with HIV infection
  • … and in closing, please…
    • Complete your evaluation rubric
    • Sign out & forms for CEU’s
    • Take your poster set