KINS 442

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KINS 442

• Instructional
• Strategies

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Instructional Strategies

• Teaching methods that help students (1)
  understand a particular concept, and/or (2)
  develop and practice a specific life skill/health
  goal.

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Lecture

• A strategy used when many facts need to be
  covered in a short period of time
• Plan for a motivating beginning, presentation of
  factual content, and a summary
• Use audiovisuals, anecdotes
• Provide an outline to students
• Vary your pace and select students to measure
  pacing.

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Lecture and Discussion

• Same as lecture, but
• Insert questions for students in your notes
• Encourage students to participate in discussion
• Recognize and affirm student participation
• Have guidelines for discussions
• Prepare for dominating students and for detractors

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Role Play

• A strategy in which students play assigned roles
  to show how they might act in specific situations
• Use it to master specific life skills
• Consider using a script and summary discussion
• Keep it to 3 minutes or less
• Correct false statements
• Allow students to volunteer
• Use role reversal to help students gain an
  appreciation of how a role can influence
  perceptions

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Brainstorming

• A strategy in which a variety of responses to the
  same question, problem, or trigger statement are
  requested.
• Record the responses on the board in the order
  you receive them
• Encourage all students to respond
• Have guidelines to maintain order
• When using it to reinforce decision-making
  skills, provide a situation and ask for options.

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Buzz Groups

• A strategy in which students discuss a topic or
  issue in small groups.
• Carefully place students
• Give students a written copy of the topic or
  issue to be addressed
• Never start a buzz that requires coming to a
  consensus on a controversial issue
• Discuss the need to stay on task
• Show interest in each group by circulating
• After the allotted time, ask for a group leader
  to share the responses of the group
• Allow time for students to evaluate their use
  of communication skills in the buzz group

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Panel Discussion

• A strategy in which two or more students research
  and report on a topic or issue.
• Discuss how to gather and evaluate information
• Provide written instructions
• Provide class time for the planning session
• Meet with each group prior to the presentation to
  ensure success
• Review and clarify the information presented

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Debate

• A strategy in which an issue is presented and
  students identify and defend an approach,
  solution, or choice.
• Determine the format (For/Against/4 Corners)
• Select an appropriate issue
• Provide class time for the planning session
• Meet with each group prior to the presentation to
  ensure success
• Review and clarify the information presented

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Cooperative Learning

• A strategy in which students work together to
  understand a concept or develop a life skill.
• Select experiences carefully
• Give specific instructions
• When the task is completed, ask the students to
  share what they have learned
• Avoid using cooperative learning as a basis for
  grading

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Decision Making

• A strategy in which students are given a
  situation for which a choice must be made and
  asked to apply a series of steps to determine
  which choice leads to responsible actions.
• Help students distinguish between problem-solving
  and decision-making
• Help them understand the steps involved
• Emphasize the importance of gathering and
  evaluating information prior to making a decision

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Self-Appraisal Health Behavior Inventories

• A strategy in which the student takes a personal
  inventory of their behavior
• Explain that the actions are often not of equal
  value
• Consider adding will to the questions (I will
  not smoke Y or N)
• After their finished, have the students summarize
  their responses
• Follow school policy concerning privacy issues

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Student Presentations

• A strategy in which students make oral
  presentations or demonstrations on a health
  topic.
• Work with students to select topics that support
  understanding and mastery of the health education
  standards
• Give students criteria for acceptable
  performances
• Encourage the students to practice their
  presentations
• Help students who are fearful or speaking in
  public

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Field Trips

• A strategy in which students travel to an outside
  site in order to gather information or develop a
  life skill.
• Follow school policy concerning field trips and
  safety issues
• Contact the site and follow-up with a written
  letter
• Prepare students for the field trip with
  directions, explanations, and pre-/post-field
  home learning
• Process the learning experience by having the
  students write reaction papers, thank you notes,
  etc.

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Demonstrations

• A strategy in which the teacher or other
  appropriate person demonstrates a concept or life
  skill.
• Be certain to have all the materials needed for
  the demonstration
• Practice
• Adequately prepare and practice
• Process the information or life skill presented
  after the demonstration

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Guest Speakers

• A strategy in which a person with specialized
  expertise or experience regarding a health topic
  speaks with the class.
• Have a specific purpose in mind
• Select an appropriate speaker by being specific
  when you make a request
• Prepare the students for the speaker
• Process the learning experience by journaling,
  thank you notes, etc.
• Keep a file on quality guest speakers, speakers
  who can show up a short notice, etc.

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Games

• A strategy in which students work as a team to
  win a health related game
• Be sure to have specific rules
• Determine the system of answering
• Decide how points will be won or lost
• Present the questions orally and visually