Michigan Model for Health K 5 Revised Update Training 08 09

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

Reignite enthusiasm for teaching health education

Provide materials and supportPlan implementation of lessonsHave fun!

Lifelong Learning…CEU’s

Earned Professional Teaching Certificate since 1994

Need 6 CEUs every five yearsKeep 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 EnvironmentWhen 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

1.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

2.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

• 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

8Michigan 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

3LESSONS

7LESSONS

• Medicines• Differences between medicines and illicit drugs • Poisonous household products • Trustworthy sources of information• Chemicals in tobacco • Secondhand smoke

3LESSONS

• Cover sneezes and washing hands• Oral health

3LESSONS

Curriculum OverviewSix topical units:

Social-Emotional HealthNutrition & Physical ActivitySafetyAlcohol, Tobacco and Other DrugsPersonal Health & Wellness (grades K, 1,

3, 5)HIV & Reproductive (grades 4 and 5)

Curriculum Overview1. Look at your grade level Overview Handout.2. Review your poster of a healthy student.3. Look for the things on your poster that

students need to know or do that are included in the curriculum.

4. Identify any additional vital topics that are in the curriculum, that were not on your poster.

5. Make notes on your poster about your observations.

Primary Purposes for Revision

Update

Reduce53 to 21 lessons K51 to 24 lessons 1st

53 to 20 lessons 2nd 56 to 25 lessons 3rd 53 to 26 lessons 4th

58 to 31 lessons 5th

Draft K-6 Curricular FrameworkGathered Input:

Teachers, Parents, Students, Content ExpertsReviewed Resources:

Health Education Standards, CDCPrinciples and Criteria for Selection of

Objectives:CDC risk behaviors + 2Critical Health Content and SkillsHealth Education StandardsAge AppropriateAvoid Duplication and RepetitionInvolve Parents

Grade Level Content Expectations (GLCEs)

Student Learning Objectives for Each

Grade

National Recognition

MoneyMoney

This is a GREAT lesson.This is a GREAT lesson.

Hmm…this one is so-so.Hmm…this one is so-so.

What Happened?Lessons updated

New topics added

Instructional methods reviewed and refined

Materials added or replaced if necessary

Teachers Piloted the Lessons

MDE and MDCH Approve

Scavenger Hunt to Find Manual Gems

• Each person on your team will be assigned a section of the manual to review.1. Read through the scavenger hunt questions.2. Skim through your assigned section.3. 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 AssignmentsGroup of Four1.Why Teach Health?2.Overview3.How to Use the

Manual4.Social and Emotional

Unit: Getting Started and Lesson 1

Group of Five1.Why Teach Health?2.Overview, pages 1-83.Overview, pages 9-184.How to Use the

Manual5.Social and Emotional

Unit: Getting Started and Lesson 1

Welcome!United Dairy Industry of Michigan:

Ann GuyerNutrition Education

• 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

1. Apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.

2. Access valid health information and appropriate health-promoting products and services.

3. Practice health-enhancing behaviors and reduce health risks.

4. Analyze the influence of culture, media, technology, and other factors on health.

5. Demonstrate effective interpersonal communication and other social skills to enhance health.

6. Use goal-setting and decision-making skills to enhance health.

7. Demonstrate advocacy skills for personal, family, and community health.

• Teacher

• Student Self-Assessments

• Rubrics for instructional activities

• Checklists for skills

Educational Materials

1. Teacher items:• Manual & CD-ROM• Poster set

2. Building resources:• Shared among four

people

3. Media:• Media center• REMC• Video streaming

CD-ROM Overview

1. Non-changeable Filesa) PDF filesb) Student Worksheetsc) Teacher Referencesd) Family Resource Sheets

2. Changeable Filesa) Word or Power Pointb) Student Assessmentsc) Teacher Assessments

CD-ROM Overview

3. Other Featuresa) Poster photosb) Family Resource Sheet

Couponsc) Copyright permission formd) Curriculum frameworke) Website linksf) Feedback form

A B C D E F G H I J KR L B B L R B R L L R L M N O P Q R S T U VL B R L B L R L B L B W X Y Z B R L B

Modified Health Belief Model

Skills

Self-Efficacy

EnvironmentalSupport

Abilities to act in a healthy way

Belief that one canuse their skills to change life

The most importantpredictors of current

and future health statusFacts to make

responsibleDecisions

Understandseverity

Risks and benefits

Peer, school, home, community supportand reinforcement for healthy behaviors

Behaviors

Knowledg

e

Skills

Self-Efficacy

EnvironmentalSupport

BehaviorsKnow

ledg

e

Skills-Based InstructionSkills-Based Instruction1.1. IntroduceIntroduce

MotivateMotivateExplainExplain

2.2. ModelModelDemonstrateDemonstrateCheck for UnderstandingCheck for Understanding

3.3. PracticePracticeGuided Practice With Guided Practice With

FeedbackFeedback4.4. ApplyApply

Use in real lifeUse in real life

Brainstorm situations and behaviors that you deal with in your classroom that take time away from teaching.

Expressing Appreciation

1. What the person did that you liked

2. How you felt about what they did

2. What you liked about what the person did

Expressing Annoyance Respectfully (I-messages)What the person did

How you felt about what they did

What bothered you about what they did

What you want them to do instead

Let’s Practice1. Your colleague has promised to team-

teach a Michigan Model lesson with you, but with the pressures of MEAP, decides she can’t possibly team teach.

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 SkillDecision-Making and Problem-Solving:

WIN—Grade 1, page 62Grade 2, page 87Grade 3, page 92

WISE—Grade 4, page 69Grade 5, page 119

Look at the WIN to WISE

handout.

WINWHAT 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

IDEAS for what to doCheck 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

NOW act

Choose a good idea that you think will work best.

Then act on it!

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?

•Bullying prevention•Wellness policy•Other health-related policies•Comprehensive guidance and counseling•Coordinated school health programs

Discipline and Drop-Out Issues

Employability Issues

Model Anti-Bullying Policy

Backpack Program

Safe and Drug-Free Schools Goals

Federal Requirement

Good for Kids

Focus on Nutrition and Physical

Activity

Involves educators, families, community, food service,

students,

24/7 Tobacco-Free Schools

Asthma

Character Education

School Safety

Physical Education and Health Education

Meets many CGC Standards

One hour of classroom instruction per week

CASEL Select Program

Coordinated School Health Programs

Family &CommunityInvolvement

PhysicalEducation

School Health

Services

Nutrition Services

Counseling, Psychological & Social Services

ComprehensiveSchoolHealth

Education

School-site Health

Promotion forStaff

HealthySchool

Environment

Please take a 5-minute walk around the building with a partner and discuss…

1. What health-related initiatives do I want to advance?

2. How will the Michigan Model be used to do so?

Return and share your ideas.

Implementation PlansWho?

What?

Where?

When?

How?

…and in closing, please… Complete your evaluation

rubric

Sign out & forms for CEU’s

Take your poster set