Final Exams

1. Final Exams Teaching & Learning for Healthy Growth & Development NoidouEvgenia

2. Once upon a time, there was a sad and desperate teacher!

3. He loved children and he also loved to teach them but he was not enough effective to that!!!

4. He was wondering all the time what he should do to improve his self!

5. And then suddenly, he decided to attend the course of “Teaching & Learning for Healthy Growth & Development”

6. In this course he learned a lot of stuff, such as about…

7. Pedagogy Theorists Paulo Freire Benjamin Bloom John Dewey Abraham Maslow Albert Bandura

8. Paulo Freire • is a Brazilian educator, philosopher, and influential theorist of critical pedagogy. • emphasizes on dialogue. • was concerned with praxis - action that is informed. • gives attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. • insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice.

9. Abraham Maslow

10. Albert Bandura • Affective Processes: Processes regulating emotional states and elicitation of emotional reactions. • Cognitive Processes: Thinking processes involved in the acquisition, organization and use of information. • Motivation: Activation to action. Level of motivation is reflected in choice of courses of action, and in the intensity and persistence of effort. • Perceived Self-Efficacy: People's beliefs about their capabilities to produce effects. • Self-Regulation: Exercise of influence over one's own motivation, thought processes, emotional states and patterns of behavior.

11. Benjamin Bloom

12. John Dewey • was an American philosopher, psychologist and educational reformer. • Dewey's philosophy was called instrumentalism (related to pragmatism). • Instrumentalism believes that truth is an instrument used by human beings to solve their problems. • Since problems change, then so must truth. • Since problems change, truth changes, and therefore there can be no eternal reality.

13. Learning Styles • Most people tend to use one of their senses more than the others. • The 3 most common learning styles are: • Auditory • Visual • Kinesthetic

14. Visual Learners • take numerous detailed notes • tend to sit in the front • are usually neat and clean • often close their eyes to visualize or remember something • find something to watch if they are bored • like to see what they are learning • benefit from illustrations and presentations that use color • are attracted to written or spoken language rich in imagery • prefer stimuli to be isolated from auditory and kinesthetic distraction • find passive surroundings ideal

15. Auditory Learners • sit where they can hear but needn't pay attention to what is happening in front • may not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why • hum or talk to themselves or others when bored • acquire knowledge by reading aloud • remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

16. Kinesthetic Learners • need to be active and take frequent breaks • speak with their hands and with gestures • remember what was done, but have difficulty recalling what was said or seen • find reasons to tinker or move when bored • rely on what they can directly experience or perform • activities such as cooking, construction, engineering and art help them perceive and learn • enjoy field trips and tasks that involve manipulating materials • sit near the door or someplace else where they can easily get up and move around • are uncomfortable in classrooms where they lack opportunities for hands-on experience • communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

17. Skill based approach • Communication • Decision-making • Goal setting • Stress management

18. Communication skills • Building your communication skills • Types of communication • Levels of communication • Barriers to communication • Assertiveness skills • Refusal skills

19. Decision-making skills • Building your decision-making skills • Influences on decisions

20. Goal setting skills • Building your goal-setting skills • Barriers to achieving personal goals • Steps for achieving personal goals

21. Stress management skills • What is stress? • Building your stress-management skills • The “Fight or Flight” response • Long-term effects of stress • Managing stress

22. Design model for teacher’s planning • The design process focusing in three stages: • Desired results • Assessment evidence • Learning plan

23. Desired results • Established Goals: • What relevant goals • Understandings: Students will understand that: • What are the big ideas? • What specific understandings about them are • desired? • What misunderstandings are predictable? • Students will know: • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skills? • Essential Questions: • What provocative questions will foster inquiry, understanding, and transfer of learning?

24. Assessment evidence • Performance Tasks: • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? • Other Evidence: • Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning?

25. Learning Plan • Learning Activities: W= Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implication's? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? 0 = Be Organized to maximize initial and sustained engagement as well as effective learning?

26. Precede-Proceed

27. National Health Education Standards & Performance Indicators • Students will: • comprehend concepts related to health promotion & disease prevention • demonstrate the ability to access valid health information & health-promoting products and services • demonstrate the ability to practice health-enhancing behaviors & reduce health risks • analyze the influence of culture, media, technology & other factors on health • demonstrate the ability to use interpersonal communication skills to enhance health • demonstrate the ability to use goal-setting & decision-making skills to enhance health • demonstrate the ability to advocate for personal, family & community health

28. CDC Characteristics of an Effective Health Education Curriculum • Focuses on clear health goals and related behavioral outcomes. • Is research-based and theory-driven. • Addresses individual values, attitudes, and beliefs. • Addresses individual and group norms that support health-enhancing behaviors. • Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. • Addresses social pressures and influences. • Builds personal competence, social competence, and self-efficacy by addressing skills. • Uses strategies designed to personalize information and engage students.

29. CDC Characteristics of an Effective Health Education Curriculum • Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. • Provides age-appropriate and developmentally-appropriate information, learning strategies, teaching methods, and materials. • Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. • Provides adequate time for instruction and learning. • Provides opportunities to reinforce skills and positive health behaviors. • Provides opportunities to make positive connections with influential others. • Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning.

30. Teaching with poverty in mind • Understanding the nature of poverty • How poverty affects behavior & academic performance • Embracing the mind-set of change • School wide success factor • Classroom level success factors • Instructional light and magic

31. Understanding the nature of poverty & how poverty affects behavior & academic performance • Types of poverty: • Situational • Generational • Absolute • Relative • Urban • Effects of poverty: • Emotional and social challenges • Acute and chronic stressors • Cognitive lags • Health and safety issues

32. Embracing the mind-set of change • Brains can change • Changing IQ • Fluid intelligence • Educational intervention and long-term enrichment • The enrichment mind-set

33. School wide success factor • Five SHARE factors for schools • Support of the whole child • Hard data • Accountability • Relationship building • Enrichment mind-set

34. Classroom level success factors • Five SHARE factors for schools • Standards based curriculum and instruction • Hope building • Arts, athletics and advanced placement • Retooling of the operating system • Engaging instruction

35. Instructional light and magic • Six critical areas of the social operating system that can improve classroom climate and increase students chances for success in school: • Reward and reciprocity • Ability to manage emotional states • Socialization • Theory of mind (Empathy) • Affiliation (Reliable relational bonding with loved one) • Sensory awareness (Perception of social cues)

36. Engaging the Whole Child • Engaging the Whole Child: Heart, Mind, and Soul • Inspiring Trust and Confidence • Deepening Students’ Thinking • Instilling the Desire to Achieve • Building on Student Interests • Empowering Students • Connecting with Students’ Communities and Cultures

37. After the knowledge that the teacher gained, now he feels sure about teaching and he can be now effective in that!