{"product_id":"the-essentials-of-teaching-health-education-9781492593560","title":"The Essentials of Teaching Health Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eThe Essentials of Teaching Health Education, Second Edition,\u003c\/i\u003e presents a skills-based approach to teaching K-12 health education that prepares students for success in the 21st century. This practical text is written by seasoned and highly credentialed authors with experience in both university and K-12 settings. It provides educators all they need to build, teach, and assess a health education program that will help their students become health literate, develop self-efficacy, and gain the 21st-century skills they need to maintain or improve health and well-being.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWhat Sets This Book Apart\u003c\/b\u003e\u003cbr\u003e This text meets the unique needs of schools, teachers, and students. It emphasizes an individualized approach to enhancing student learning and developing skills based on current research and national health education standards.\u003cbr\u003e\u003cbr\u003e This new edition of \u003ci\u003eThe Essentials of Teaching Health Education\u003c\/i\u003e features the following: \u003cul\u003e\u003cli\u003eTwo new chapters: one on the \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart I. Building the Foundation of a Skills-Based Approach\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Role of Health Education\u003cbr\u003e Health as a Continuum\u003cbr\u003e The Need for Health Education\u003cbr\u003e Using Resources in School-Based Health Education\u003cbr\u003e Designing Health Education\u003cbr\u003e Improving Health Outcomes\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Understanding a Skills-Based Approach\u003cbr\u003e Components of Skills-Based Health Education\u003cbr\u003e Skills-Based Health Education in Practice\u003cbr\u003e Support for Skills-Based Health Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Equity and Justice in Health Education\u003cbr\u003e Health Disparity and Health Inequity\u003cbr\u003e Factors Contributing to Inequities\u003cbr\u003e Social Justice and Health Equity\u003cbr\u003e Social Justice Practices for Your Classroom\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Developing Health-Literate Individuals\u003cbr\u003e Components of Health Literacy\u003cbr\u003e Continuum of Health Literacy\u003cbr\u003e Developing Health Literacy as an Asset\u003cbr\u003e Establishing Health Literacy for Life\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Examining Student Motivation\u003cbr\u003e Theories of Motivation\u003cbr\u003e Developmental Levels and Motivation\u003cbr\u003e General Considerations Across Age Levels\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Making Cross-Curricular Connections\u003cbr\u003e A Coordinated Approach to Student Success\u003cbr\u003e Shaping Local Wellness Policies\u003cbr\u003e Making Interdisciplinary Connections for School Improvement\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Teaching to the National Health Education Standards\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Accessing Valid and Reliable Information, Products, and Services\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Analyzing Influences\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Interpersonal Communication\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Decision Making\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Goal Setting\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Self-Management\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Advocacy\u003cbr\u003e Step 1: Introduce the Skill\u003cbr\u003e Step 2: Present Skill Cues\/Critical Elements\u003cbr\u003e Step 3: Model the Skill\u003cbr\u003e Step 4: Practice and Feedback\u003cbr\u003e Step 5: Assess the Skill and Support Transfer\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Developing Curricula and Assessments\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Using Data to Inform Curriculum Planning Compiling Functional Information\u003cbr\u003e Gathering and Understanding Data\u003cbr\u003e Interpreting Data to Make Decisions on Curriculum\u003cbr\u003e Using Data to Build Support for Health Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Eight Steps for Curriculum Development\u003cbr\u003e Step 1: Get to Know the Students and the Community\u003cbr\u003e Step 2: Formulate Goals\u003cbr\u003e Step 3: Design Benchmark Assessments\u003cbr\u003e Step 4: Determine Health Topics, Functional Information, and Skills\u003cbr\u003e Step 5: Create a Scope and Sequence\u003cbr\u003e Step 6: Develop Unit Plan, Objectives, and Outcomes\u003cbr\u003e Step 7: Develop Unit Assessments\u003cbr\u003e Step 8: Create Lesson Plans\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Designing Meaningful Assessments\u003cbr\u003e Purpose of Assessment\u003cbr\u003e Types of Assessment\u003cbr\u003e Authentic Assessment\u003cbr\u003e Rubrics and Grading\u003cbr\u003e Constructive Feedback\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Strategies for Effective Instruction\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Creating a Positive Learning Environment\u003cbr\u003e Know Yourself\u003cbr\u003e Have a Plan\u003cbr\u003e Build Relationships With Your Students\u003cbr\u003e Establish Classroom Norms, Consequences, and Reward Systems\u003cbr\u003e Foster Student Leadership and Involvement\u003cbr\u003e Be a Positive Role Model\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Implementing a Skills-Based Approach\u003cbr\u003e Facilitate Learning Experiences\u003cbr\u003e Format Lessons to Support Skill Development and Knowledge Acquisition\u003cbr\u003e Provide Engaging, Relevant Experiences\u003cbr\u003e Foster Participation and Active Learning\u003cbr\u003e Provide Opportunities for Self-Reflection, Internalization, and Personalization\u003cbr\u003e Provide Opportunities for Skill Development\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Meeting the Unique Needs of Teaching Elementary Health Education\u003cbr\u003e Making Time for Health Education\u003cbr\u003e Considerations for the Elementary Level\u003cbr\u003e Using Children’s Literature to Support Health Education\u003cbr\u003e Engaging Families and the Community\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Professional Development and Advocacy\u003cbr\u003e Staying Current and Relevant\u003cbr\u003e Engaging in Professional Development Opportunities\u003cbr\u003e Developing a Personalized Professional Development Plan\u003cbr\u003e Using What You Learn\u003cbr\u003e Advocating for Health Education\u003cbr\u003e Summary\u003c\/li\u003e\u003c\/ul\u003e","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":49409202979159,"sku":"9781492593560","price":63.0,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/the-essentials-of-teaching-health-education-9781492593560","provider":"Book Curl","version":"1.0","type":"link"}