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International standards for health education
By
Mrs. Huson A. Amin
Lecture objectives:
1. define the term standard.
2. list the elements of professional standards
for teaching.
3. enumerate the purposes of setting
standards for teaching.
4. list the principles for teaching profession.
5. identify the three basic categories of standards for teaching.
6. list the 11 standards for teaching.
7. identify the method of application of each
standard in health education.
Definition of standards:
Standards defined by oxford dictionary
as
A criterion, a reference point against which
other things can be evaluated.
Professional standards for the teaching profession contain two elements:
1. rallying ( assembling items together
in certain order for a purpose).
2. measurement.
First: rallying aim to describe a consensus model of what is most worthy, and most desirable to achieve, in teaching knowledge and practice.
Second: based on a consensus of
professional values and beliefs. They can
also be used as measurement tools for
making professional judgments.
The purposes of setting standards for teaching:
1. elevating the teaching profession.
2.a voluntary system of professional certification
to give recognition for teachers who reach the
standards.
3. could be used an infrastructure for professional
learning that enables teachers to gain high level
knowledge and skill.
The principles for teaching profession:
The National Board for Professional Teaching
Standards developed by teachers in the United
States, provides a good example of professional
standards as values. The principles include:
1. Teachers are committed to students and their
learning.
2. Teachers know the subjects they teach and
how to teach those subjects to students).
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their
practice and learn from experience.
5. Teachers are members of learning
communities (uses the resources of the
community to teach studentsThese five propositions provide the philosophical basis for the
development and elaboration of standards for specific fields
and levels of teaching.
The first teaching principle:
Teachers are committed to students and their
learning:
- teaching should be accesable to all student.
- They treat students equitably.
- recognizing the individual differences taking
account of these differences in their practice. .
Second principle:
2. Teachers know the subjects they teach and
how to teach those subjects to students:
Accomplished teachers have a rich
understanding of the subject(s) they teach and
appreciate how knowledge in their subjects is
created, organized, linked to other disciplines,
and applied to real-world settings, and know how
to convey subject matter to students.
Third principle:
3. Teachers are responsible for managing and
monitoring student learning:
teachers can assess the progress of individual
students as well as the progress of the class as a
whole. They employ multiple methods for
assessing student growth and understanding and
can clearly explain student performance to
students, parents, and administrators.
Fourth principle:
4. Teachers think systematically about their
practice and learn from experience:
Their decisions are grounded not only in the
literature
of their fields but also in their experience. They
engage in lifelong learning, which they seek to
encourage in their students.
Fifth principle:
5. Teachers are members of learning
communities :
They are knowledgeable about specialized school
and community resources that can be engaged
for their students’ benefit and are skilled at
employing such resources as needed.
The standards for teaching:
This NBPTS Standards document describes in
observable form what accomplished teachers should
know and be able to do. The standards are meant to
reflect the professional consensus at this point about
the essential aspects of accomplished practice. As the
understanding of teaching and learning continues to
evolve over the next several years, Health Education
Standards will be updated appropriately.
There are 11 standards formulated for teaching
The standards are divided into three categories:
(1) teacher actions that prepare student for
learning..
(2) teacher actions that advance student learning.
(3) teacher actions that support student learning.
(A)PREPARING
THE STUDENT LEARNING
I. Knowledge of Students
Accomplished health education
teachers obtain a clear understanding of
individual students, their family
structures, and their backgrounds.
Teachers use their knowledge of these student characteristics as assets to:
- enhance learning
- provide opportunities for autonomous activities
and group interactions.
- set the highest goals for all students at all
developmental stages.
II. Knowledge of Subject Matter
Accomplished health education
teachers have a deep understanding of
the components of health and health
content and their Interrelationships.
Health education has been organized in to ten content areas:
1. personal health.
2. nutrition.
3. prevention and control of disease.
4. injury prevention and safety.
5. mental and emotional health
7. substance use and abuse.
8. family life.
9. community health.
10. consumer health
11. environmental health.
Teachers have an indepth knowledge of the variety of topics within each content area and how they interrelate,as well as familiarity with related resources and career opportunities.
III. Promoting Skills-Based Learning
Accomplished health education
teachers, through their passion and
effective communication, maintain and
improve health enhancing student
behavior by delivering health content
through skills-based learning.
health educators demonstrate how
interpersonal-communication, goal-setting,
decision-making, and problem-solving skills
augment health literacy and foster healthy
behavior.
They communicate to students the
benefits of activities that further a healthy
lifestyle and enhance health, and they teach
strategies to resolve conflicts and manage
stress,
IV. Curricular Choices
Accomplished health education
teachers select, plan, adapt, and
evaluate curriculum to ensure
comprehensive health education.
Health educators see themselves as part of
a learning community when making curricular
choices. They collaborate with health
educators at various levels and with other
members of health education curriculum
committees and other school staff.
( B)ADVANCING
STUDENT LEARNING
V. Instructional Approaches
Accomplished health education
teachers use an array of engaging
instructional strategies to facilitate
student learning.
Effective Instructional approach consist:
- establishing a productive learning
environment.
- providing multiple paths to learning.
- creating instructional tasks that motivate
students.
- using diverse resources.
- use time efficiently and adjust as
circumstances dictate.
VI. High Expectations for Students
Accomplished health education
teachers expect excellence from all
students and strive to maintain a setting
conducive to optimal learning that
empowers students to engage in
health-promoting behaviors.
We could achieve high learner expectations through:
- establishing sitting conductive for
optimal learning,
- Building student ability to apply
knowledge and act independently as
health literate individuals.
VII. Assessment
Accomplished health education
teachers are knowledgeable about and
are able to select, design, and
implement assessment instruments
to evaluate student learning and
improve teaching.
VIII. Equity, Fairness, and Diversity
Accomplished health education
teachers demonstrate equity and
fairness and promote respect and
appreciation of diversity.
( C )SUPPORTING
STUDENT LEARNING
IX. Partnerships with Colleagues, Families, and Community
Accomplished health education
teachers work collaboratively with
colleagues, families, and the community
to enhance the overall health and
learning of their students.
They recognize that their responsibility to reinforce consistent, positive health messages extends beyond their own classrooms.
X. Advocacy for the Profession
Accomplished health education
teachers promote the importance of
health education and encourage others
to do the same.
XI. Reflective Practice and Professional Growth
Accomplished health education
teachers stay current in research and
innovations in health education and
actively contribute to the profession.
They participate in reflective practices
that foster creativity, stimulate personal
growth, and enhance professionalism.
Thank you