Organize your response List the standard or learning objective Does it address the use of functional health knowledge, demonstration of health-related skills, or development of personal belief or analysis of group norms? Explain how these are connected. c. Explain how your plans build on each other to help students make connections between the use of functional health knowledge, demonstration of health-related skills, and the development of personal beliefs and analysis of group norms to help adopt and maintain healthy behaviors. Organize your response: Identify the functional health knowledge, demonstration of health-related skills, or development of personal belief/analysis of group norms being addressed. Explain how this is addressed in Lesson 1 Explain how Lesson 2 builds on Lesson 1 Explain how Lesson 3 builds on Lesson 2
5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence of students’ use of functional health knowledge, demonstration of health-related skills, and/or development of personal beliefs and analysis of group norms to help them adopt and maintain healthy behaviors throughout the learning segment. Organize your response: Area of Targeted Student Learning Description of assessments designed to monitor the targeted student learning. Explain how this assessment will provide evidence of student mastery of this area of targeted student learning? Students’ use of functional health knowledge Demonstration of skills Development of personal beliefs and analysis of group norms
Students are using functional health knowledge Students are demonstrating skills Student are engaged in developing personal beliefs and analyzing group norms to help them adopt and maintain healthy behaviors b. Describe how your instruction linked students’ prior learning and personal, cultural, and community assets with new learning. Instructional connections between student characteristics and new learning Video clip with time stamps that shows this connection How is this connection seen in the video? Students’ prior learning Students’ personal assets Students’ cultural assets
Students’ community assets 4. Deepening Student Learning during Instruction a. Explain how you elicited and built on student responses to develop understandings of, and connections between, using functional health knowledge, demonstrating health-related skills, and developing personal beliefs and analyzing group norms related to their personal health status and behaviors. Evidence of eliciting responses from students related to… Video clip (including time stamps) Describe how you elicited responses and deepened student thinking in this clip Using functional health knowledge Demonstrating health-related skills Developing personal beliefs and analyzing group norms b. Explain how you used appropriate health education instructional strategies to support student use of functional health knowledge, demonstration of health-related skills, and development of personal beliefs and analysis of group norms to help them adopt and maintain healthy behaviors. Evidence of incidences of a strategy or material that helped students use functional health knowledge, demonstrate health-related skills, or develop personal beliefs and analysis of group norms. Video clip (including time stamps) Describe how the instructional strategy or material helped use functional health knowledge, demonstrate skills, or develop personal beliefs or an analysis of group norms.