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Instructional Strategy Presentation: Outcome Sentences and Demonstrations/Experiments

Instructional Strategy Presentation: Outcome Sentences and Demonstrations/Experiments. Content Area: Injury Prevention Middle School and High School Ashley Lewis, Matt Lehman, Alyssa Maestas. Injury Prevention. Content Descriptors: Fire Safety (MS) Water Safety (MS First Aid (MS, HS)

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Instructional Strategy Presentation: Outcome Sentences and Demonstrations/Experiments

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  1. Instructional Strategy Presentation: Outcome Sentences and Demonstrations/Experiments Content Area: Injury Prevention Middle School and High School Ashley Lewis, Matt Lehman, Alyssa Maestas

  2. Injury Prevention • Content Descriptors: • Fire Safety (MS) • Water Safety (MS • First Aid (MS, HS) • Transportation Safety (MS, HS) • Violence Prevention (MS, HS) • Use of Protective Equipment (MS, HS) • Suicide Prevention (MS, HS) • Water Safety (HS)

  3. MS & HS INJ Curriculum • Sub-descriptors for Fire Safety • 1.1 Strategies to prevent fires (MS) • 1.3 How to access resources for getting help (MS) • Sub-descriptors for Water Safety • 2.1 Strategies to rescue self (MS) • 2.3 Strategies to help self and others (MS)

  4. MS & HS INJ Curriculum • Sub-descriptors for First Aid: • 3.3, 1.1- Universal precautions (infection control) (MS, HS) • 3.7- How to care for burns (HS) • 1.2- Steps for CPR (HS) • 1.3- Techniques for the Heimlich maneuver (HS)

  5. MS & HS INJ Curriculum • Sub-descriptors for Transportation Safety: • 4.1,2.1- How to use protective equipment (MS, HS) • 4.2 How to use motorized vehicles safely (HS) • 2.3- Strategies for not riding with an impaired driver (HS)

  6. MS & HS INJ Curriculum • Sub-descriptors for Violence Prevention: • 5.1- ways to avoid interpersonal conflict (MS) • 5.3, 3.4- How to avoid fighting/bullying (MS HS) • 5.4, 3.5- Importance of not carrying a gun (MS, HS) • 3.6- How to prevent dating violence (HS) • 3.7 How to prevent sexual assault (HS)

  7. MS & HS INJ Curriculum • Sub-descriptor for Use of Protective Equipment: • 6.1,4.1- Use of protective equipment for sports and leisure activities (MS, HS) • 6.2, 4.2- Use of protective equipment at home, school, and work (MS, HS) • Sub-descriptor for Suicide Prevention: • 7.2,5.1- how to recognize signs of depression and mental illness (MS, HS) • 7.3,5.2- how to get help for self and others (MS,HS)

  8. MS & HS INJ Curriculum • Sub-descriptor for Work Safety: • 6.1 Use of protective equipment in occupational setting (HS) • 6.2- strategies for worksite safety (HS) • 6.3- Strategies to avoid problems related to alcohol and other drugs (HS)

  9. Activity Time!!!

  10. Demonstrations and Experiments • Provides a strong visual experience for students • Help students better understand the progression and process that lead to an end result • Makes learning real “Authentic” • Can be show cased by teachers students and guest speakers

  11. Methods of Using Demonstrations and Experiments • Have class room set up for demonstration and experiments • Have students watch a visual demonstration. After students witness the demonstration they will then perform the demonstration themselves • Give students steps to correctly follow the experiment. Help give students cues by giving them evidence and data to analyze. Students will then come to conclusions.

  12. Demonstrations and Experiements Three Advantages: • Makes learning real • Allows learners to explore their creative to an even greater extent • A hands on experience Three Disadvantages: • Can take a lot of time and organization to plan • Might be expensive to get all the equipment need for the demonstration and experiment • Might be hard to get enough experiment so everyone can equally participate

  13. Suggestions for Use • Can be used in Middle school and High school • Try to make as realistic as possible • Try to make roles for all students to participate • Can be given at any time of the unit • The beginning to lead into the new lesson

  14. Suggestions for Use • In the middle to have a fun experiment or demonstration about a topic that the teacher had just taught the students • In the end of a unit to pull all the knowledge that the students have learned together in an experiment or a demonstration • Can be used for CPR, putting on contraceptives, or even a fake marriage

  15. Materials and Management • Depends on what the demonstration is. • Needs to make sure there are enough materials for each student Management: • Large group-entire class • Small group-2-6 students in groups

  16. Outcome Sentences • A strategy that offers inclusion of both cognitive and affective domains • Connecting learning concepts through reflection • Challenges students to reflect upon thought, story, or experience by choosing and responding to one of the following sentences: • I am amazed that…. • I learned… • I feel….. • I am beginning to wonder….. • I was surprised… • I rediscovered…

  17. Methods for Using Outcome Sentences • Have students read a scenario or a story • Students will then complete the following phrase by searching personal meaning for them selves • Students will have the freedom to clarify how a learning experience might affect them • Students could then share their prompt with the class or the teacher can read them anonymously

  18. Outcome Sentences Three advantages: • Focused on both cognitive and affective domains • Allows students to respond with true feelings • Helps students get thinking about how they feel or react with a prompt Three Disadvantages: • Might not get a full group discussions • Students might not relate to the prompt • Students might not want to share their answers

  19. Suggestions for Use • Appropriate for Middle School and High School levels • Let students know if the prompt will be read out loud to the class or it will be only read by the teacher • Encourage all students to not be afraid to express how they really feel • Can be used through out all times of the lesson • In the beginning to see how students feel about the topic based on values from their everyday lives

  20. Suggestions for Use • In the middle of the unit can read a story or do an experiment and see how they feel and what they had learn • At the end of the lesson the teacher can see if students liked the lesson or see if their views changed from the beginning of the lesson. • Can be used for peer pressure scenarios, role plays, or stories about people going to rehab.

  21. Materials and Management • Paper for students to write on • Writing utensil • A chalkboard, or a large piece of paper, or a normal size paper with the prompt written on it. Materials: On same card • Given individually –In normal class room settings • Variation: Having students write a scenario about how they feel

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