Approved by University Studies Sub-Committee. A2C2 action pending.
University Studies Course Approval
Department or Program: Health & Human Performance
Course Number/Title: HHP 328 Behavioral Interventions
Number of Credits: 3
Frequency of Offering: Spring
Catalog Description: Application of theories of behavior change to program planning for the secondary student and adult population. Students utilize a wide range of techniques and strategies for community and secondary health education. Prerequisites: HHP 204,288; teaching option majors – HHP 320. Offered yearly. Grade only.
This is an existing course previously Yes
Approved by A2C2:
This is a new course proposal: No
University Studies Approval is requested in: Flagged Course: Oral Flag
Department Contact: Dr. Gail A. Grimm, Connie Mettille
Email Address:
Below each of the four outcomes listed under the Oral Flag requirement are listed in the course requirements, content, learning activities, and documentation relevant to the outcomes that promote the student’s ability to:
1. earn significant course credit through extemporaneous oral presentations.
This course focuses on adult teaching methods. Students practice speaking in many different environments on a daily basis (small group work, presentations, openers, energizers, lesson plans).
2. understand the features and types of speaking in their discipline.
There are multiple ways to teach any topic. As future school and community educators, students need to be able to recognize effective types of instruction and put the most effective teaching techniques into practice.
3. adapt their speaking to field-specific audiences.
This course offers students the opportunity to work with many populations ranging from young adults to the elderly population. Effective teaching requires population-specific teaching methods including the language used.
4. receive appropriate feedback from teachers and peers, including suggestions for improvement.
Students receive feedback from the instructor, their peers, and the populations he/she works with. Feedback is given orally, on written evaluations, and quantitatively drawn using videotape analysis.
5. make use of the technologies used for research and speaking in the fields.
Students practice presenting and writing lesson plans which include information gathered through textbooks, worldwide web, curricula, and journals. Student presentations are videotaped and re-evaluated (using assessments) at a later time.
6. learn the conventions of evidence, format, usage, and documentation in their field.
Throughout the course all materials used in preparation for teaching are documented appropriately. Students come in contact with various formats, evidence of usage and documentation used within the field of health.
HHP 328: Adult Intervention
Department of Health & Human Performance
Winona State University
Tuesdays and Thursdays 12:30 p.m. –1:50 p.m.
Maxwell 212A
Spring 2002
Instructor Connie Mettille
Office 132 Memorial Hall, # 457-5456
Office hours M,W,F 8:00-9:00 a.m.- T, R 8:00-9:30 a.m.
Number of Credits: 3 S.H. Frequency of Offering: Yearly
Prerequisite: HHP 204, 288, 320 and/or consent of instructor
Grading: Grade Only
Course Applies: Required course for all students majoring in school and community Health (teaching, non-teaching and public health administration)
This course is a University Studies Course satisfying the “Oral Flag” requirement. Such courses are required to meet the following outcomes:
1. Earn significant course credit through extemporaneous oral presentations.
2. Understand the features and types of speaking in their discipline.
3. Adapt their speaking to field-specific audiences.
4. Receive appropriate feedback from teachers and peers, including suggestions for improvement.
5. Make use of the technologies used for research and speaking in the fields.
6. Learn the conventions of evidence, format, usage, and documentation in their field.
These numbers are used in the course schedule, course objectives, and throughout the syllabus to indicate places in the class where these outcomes are met.
1. COURSE DESCRIPTION:
The application of theories, stages of behavior change to program planning for the secondary student and the adult population. Students utilize a wide range of techniques and strategies for community and secondary health education. Prerequisites HHP 204, 288, 320 and/or consent of instructor. Offered yearly. Grade Only.
2. MAJOR FOCUS OF COURSE:
MN STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS ADDRESSED IN THIS COURSE:
Standard 1: Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students. To do this, the teacher shall:
A. Understands major concepts
B. Knowledge influences learning
C. Relates disciplinary knowledge
D. Knowledge is ever evolving
E. Multiple perspectives
F. Uses differing viewpoints, theories
G. Evaluate resources for subject matter
H. Testing hypotheses
I. Develop and use curricula that incorporates diverse perspectives
J. Design interdisciplinary learning experiences
Standard 2: Student Learning: The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. To do this, the teacher shall:
D. Use students’ strengths as a basis for growth
E. Assessment of individuals and groups
F. Link new ideas to already familiar ideas
Standard 3: Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. To do this, the teacher shall:
A. Understand different learning and performance
B. Know about areas of exceptionality
M. Accommodate instruction for individual students who have learning needs
Standard 4. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. To do this, the teacher shall:
B. Understand cognitive processes associated with learning
E. Nurtures the development of students critical thinking
F. Flexibility and reciprocity
H. Uses multiple strategies to enhance critical thinking, problem solving and student responsibility
I. Monitors and adjusts strategies
Standard 5: Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. To do this, the teacher shall:
A. Understands human motivation and behavior
C. Create learning environments to promote self-esteem
F. Promote intrinsic motivation
G. Understand how participation supports commitment
H. Establishes positive climate
K. Different motivational strategies that encourages continuous development
L. Enhance students to assume responsibility
N. Organize, allocate and manage time, space activities to engage students
O. Maximize time management skills
Q. Analyze and adjust classroom environment
R. Plan and monitor independent and group work
Standard 6: Communication: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. To do this, the teacher shall:
B. Understands culture and gender in the classroom
D. Know effective communication techniques
E. Understand power of language
F. Uses effective listening techniques
H. Uses effective communication strategies
J. Know how to ask questions and discussions
K. Uses variety of media tools
Standard 7: Planning Instruction: The teacher plans and manages instruction based upon knowledge of subject matter, students, the community and curriculum goals. To do this, the teacher shall:
H. Evaluate and adjust plans for goals
Standard 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. To do this, the teacher shall:
B. Understands different methods of assessments
C. Understands the purpose of and differences between assessment and evaluation
E. Selection, construction and use of assessment strategies
F. Use assessment to child’s strengths and promote student growth
G. Uses a variety of techniques
J. Evaluate effectiveness of class activities
K. Monitors teaching strategies and behaviors
L. Establish and maintain student records of work and performance
Standard 9: Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning communities) and who actively seeks out opportunities to grow professionally. To do this, the teacher shall:
I. Collaboratively use colleagues as support for reflections, problem solving, and new ideas
Standard 10: Collaboration, Ethics and Relationships: The teacher communicates and interacts with parents/guardians, families, school colleagues and the community to support students’ learning and well-being. To do this, the teacher shall:
B. Understand how factors outside of school influence students’ life
D. Understand concept of “whole learner”
E. Understand use and misuse of drugs on students’ life
F. Understand data practices
K. Establish productive relationship with parents in support of student learning
M. Understands mandatory reporting laws and regulations
AMERICAN ASSOCIATION OF HELATH EDUCATION (AAHE) STANDARDS [ENTRY-LEVEL] ADDRESSED IN THIS COURSE
#2 Plan effective health education programs
#3 Implement health education programs
#4 Act as a resource person in health education
#5 Communicate health and health education needs, concerns, and resources
3. COURSE OBJECTIVES:
At the completion of this course, the student will be able to:
1. Distinguish between behaviors that foster and them that hinder well-being [SEP 2F, 5A, 8K]
2. Analyze health behavior according to a variety of influencing factors [SEP 5G, 10B, 10E]
3. Identify and describe how physical, social, emotional, intellectual and environmental factors influence health behaviors [SEP 2D, 5K, 6B, 10D] (2,3)
4. Identify behaviors and describe how they positively or negatively affect health [SEP 5A, 8K, 10E] (3,4)
5. Recognize the role of learning and affective experiences in shaping patterns of health behavior [SEP 2F, 4B, 5F, 6E, 8K]
6. Be sensitive to individuals who prefer learning experiences that are primarily cognitive or primarily affective [SEP 2D, 4E, 5Q] (2,3)
7. Design educational programs consistent with specific objectives
a. Formulate a wide variety of alternative educational methods utilized for health programs [SEP 3M, 5R, 6H, 8J] (2,3,4,5)
b. Identify and list strengths and weaknesses of a wide variety of educational strategies [SEP 5H] (2,3,4,5)
8. Order a number of learning opportunities into a meaningful sequence [SEP 3A]
9. Demonstrate the use of several educational methods and techniques during presentations [SEP 5Q, 6D, 6J] (1,2,3,4,5,6)
10. Plan and implement a cooperative learning activity using recommended procedures for effective implementation [SEP 4F, 5C, 5L, 5N, 5o, 8J, 10L] (1,2,3,4,5,6)
11. Demonstrate competence in utilizing instructional equipment and technology during a presentation [SEP 3B, 6K] (1,2,3,4,5,6)
12. Use assessment techniques to identify whether health content or skills are being understood by student [SEP 2E, 4I, 8B, 8C, 8E, 8G, 10K] (2,3,6)
13. Identify program modifications for multicultural population [SEP 3M, 4H, 9J] (2,3,6)
14. Appraise the applicability of resource materials relative to given educational objectives [Sep 6F, 8F]
15. Determine standards of performance to be applied as criteria of effectiveness [SEP 7H, 8L, 10F]
16. Identify examples of commonly used standards for evaluating health [SEP 8C]
4. COURSE OUTLING AND MAJOR TOPICS AND SUBTOPICS:
1. Introduction of current health education initiatives, including national and state priorities.
a. Minnesota Coordinated School Health Program www.mnschoolhealth.com
b. National Health Education Standards: Achieving Health Literacy
c. Minnesota Graduation Standards Learning Area Eight: Physical Education and Lifetime Fitness (formerly Decision Making) http://cfl.state.mn.us
d. MN Student Survey- Risk, Protectors, and Preteen Behaviors
2. Planning for instruction/Selecting Intervention Method
a. Review from pre-requisite courses
b. Objective Writing/ Lesson Planning/Curriculum Development
c. Science based Prevention
d. Theory and Model Application to Teaching and Learning
e. Educational Domains/ Styles of Learning
f. Using a Systems Approach to Method Selection
3. Methods of Instruction/Intervention/ Curriculum Development
a. Using Curriculum that represents Best Practices…
b. Using MN Graduation Standards/Developing Tasks to meet Standards
c. Using Media and Technology: Common Audiovisual Equipment
d. Developing Facilitation Skills of Teaching/ Presenting Health
e. Obtaining School/Community Health Education Resources
4. Special Challenges in Health Education
a. Minority Health/Issues
b. Exceptional Populations
c. “Tough Issues” in Health Education
5. BASIC INSTRUCTIONAL PLAN AND TEACHING METHODS UTILIZED:
Facilitation/Discussion, cooperative groups, activities, expressive & reflective writing, use of technology, student individual and group presentations, exams. You are expected to attend and participate in class. Please type and reference all work using current APA standards. Point deductions will be taken for work that is not professionally completed and/or completed by deadline dates.
6. COURSE REQUIREMENTS:
1. Attendance:
To receive optimal benefit for your time and money involved in this class it is important that you attend. Class participation and discussion are expected. NO penalty will be assessed for the first 3 absences, excused or unexcused. However, beginning with the next absence, 5 points per absence will be deducted from your total points. It is also important that each person be on time. It is distracting and inconsiderate to every class member and the instructor for individuals to arrive late to class.
2. Assignments:
Should be turned in on time or early. Late work will not be accepted. Information missed due to absence should be obtained from collaboration with a fellow student. There will be NO make-up exams without prior permission.
3. Participation: (2,3,4)
In activities in-and outside of class is expected from all students.
4. Notebook Project:
All in-class activities, experiences, and resource lists will be kept in a large 3-ring notebook with subject dividers.
5. Openers/ Energizer Presentation: (1,2,3,4,5,6)
Develop an icebreaker/energizer activity to present at beginning or during class-must be limited to 5-7 minutes. Utilize prescribed format. Create 31 copies for all class members and instructors. (File in Notebooks)
6. Web Site Critique & Lesson Plan: (1,2,3,4)
a. Each student is required to locate and identify by URL address five web sites which provide health information (teaching tips, lessons, etc.) that will be helpful to you as a professional health educator. For four of the web sites, the students will provide a brief summary (2 or 3 sentences) discussing what information is located at that address and how it might be useful to you as a professional. For one site, the students will evaluate the site questions using the class handout. Students should also submit with this portion of the assignment, a printout of the primary web page.