Welcome to the Michigan Model K5 Training of Trainers

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Welcome! to the Michigan Model K-5Training of
Trainers

• Day 1

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Forming

• What are your GOALS for the week?
• What GIFTS are you willing to give?

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Forming

• Training team expectations
• Agenda adherence
• Timeliness
• Sharing
• Creature comforts
• Communication

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Norming

• Please think of classes youve participated
  inthe best and the worst.
• What class characteristics resulted in optimal
  learning conditions?
• Can we agree to these as norms for our week
  together?

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Teacher Training Application

• Why did we do what we just did?

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AgendaDay 1

• Development of Michigan Model
• Foundation of Michigan Model
• Lunch
• Manual Exploration
• Kindergarten Overview
• First Grade Fun
• Feedback and Closure

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"Schools have a wealth of potential for ensuring
the future well-being of young people.  You can't
educate a child who isn't healthy, and you can't
keep a child healthy who isn't educated."
? former Surgeon General M. Joycelyn Elders, MD
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Six Risk Behaviors

• Unintentional injuries and violence
• Alcohol and other drug use
• Sexual behaviors
• Tobacco use
• Unhealthy dietary behaviors
• Inadequate physical activity

Categories of behaviors that contribute most to
adverse health and social outcomes for youth ages
15 to 24almost 75 of deaths Categories of
behaviors that contribute most to adverse health
and social outcomes for adultsalmost 66 of
deaths
CDC
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Youth Risk Behavior Survey

• Survey of 9th through 12th graders
• Questions on six risk behaviors
• Representative sample of students
• Conducted on odd years
• Centers for Disease Control and Prevention (CDC)
• National results
• Several states have results
• http//www.cdc.gov/HealthyYouth/yrbs/index.htm

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Sexual Behaviors
During the previous year Of students who had
sex during previous 3 months Of students who
ever had sex
2007 US YRBS
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Alcohol, Tobacco, and Other Drug Use
2007 US YRBS
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Injuries and Violence
Previous 30 days Previous year
2007 US YRBS
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Physical Activity Nutrition
2007 US YRBS
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Adapted Health Belief Model
The most important predictors of current and
future health status
Facts to make responsible Decisions Understand se
verity Risks and benefits
Behaviors
Skills
Abilities to act in a healthy way
Knowledge
Self-Efficacy
Belief that one can use their skills to change
life
Environmental Support
Peer, school, home, community support and
reinforcement for healthy behaviors
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Common Practice
Behaviors
Knowledge
Skills
Self-Efficacy
Environmental Support
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Behaviors
One of the important contributors to student
learning
Knowledge
Skills
Steps in Skills-Based Instruction Interactive
Instructional Methods
Self-Efficacy
EnvironmentalSupport
Abilities to use interactive instructional methods
Teacher Behavior(Instructional Methodsand
Skills)
Peers, administrative, home, community support
and reinforcement for using the methods and
skills
Skills
Knowledge
Belief that one can use the skills to change
their teaching
Self-Efficacy
EnvironmentalSupport
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Behaviors
Knowledge
Skills
Self-Efficacy
EnvironmentalSupport
Teacher Behavior(Instructional Methodsand
Skills)
Knowledge
Skills
Self-Efficacy
EnvironmentalSupport
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What behaviors do you want to encourage?
What skills do students need in order to
demonstrate the behaviors?
What do students need to know to use the skills?
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Skills-Based Instruction

• Introduce
• Motivate
• Explain
• Model
• Demonstrate
• Check for Understanding
• Practice
• Guided Practice With Feedback
• Apply
• Use in real life

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What Makes Health Education Effective?

• Acquisition of functional knowledge versus
  nice to know
• Perception of personal vulnerability
• Skills-based instruction on essential health
  skills
• Use of effective instructional strategies
• Involvement of family members and community
• Fidelity to the curriculum and program parameters
• Teacher and staff training
• Time allotted for instruction

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What Makes Health Education Effective?

• Quality of instructional materials
• Continuity of the program
• Administrative, family, and community support
• Reflection of the special needs of cultural
  groups
• Collaboration among program components
• Overall comprehensiveness of the curriculum and
  program
• Constructive evaluation activities

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Health Education Standards
Cognitive

• Core Concepts
• Analyzing Influences
• Accessing Information
• Interpersonal Communication
• Decision Making
• Goal Setting
• Self Management
• Advocacy

Skills
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Grade Level Content Expectations (GLCEs)

• Michigan Models student learning objectives are
  the K-5 Michigan Health Education GLCEs.
• When teachers teach the Michigan Model, they are
  addressing the Health Education GLCEs.
• Alignment to Standards and GLCEs is done for
  teachers!

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Coordinated School Health Programs
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Social Emotional Health (8)
Please Sorry

• 2-Friends

• 1-Manners

3-Caring Touch
4-Feelings
6-Sharing Feelings
5-Strong Feelings
7-Compliments
8-Responsibility
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Nutrition Physical Activity (3)

• 1-Food Variety

2-Food Groups
3-Physical Activity
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Safety (5)
Dangerous? Destructive?
2- Walking

• 1- Two Ds

3- Dangerous Objects
5- Personal Safety
4- 9-1-1
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Alcohol, Tobacco, and Other Drugs (2)
2-Poisons

• 1-Medicines

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Personal Health Wellness (3)

• 1-Fight Germs

2-Teeth
3-Advocate
Take Care of Yourself!
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Plusses Wishes

• Please provide feedback on the day

Record the things you wish were different on the
other.
Record the things you liked about today on one
side.
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In Conclusion

• If earning CEUs, please sign out.
• See you tomorrow!