Journal Entry Think of a friendship. What makes

Journal Entry
Think of a
friendship.
What makes
it a healthy
relationship?
Health Alive!
Debbie De Franco, HPE Supervisor
Arlington Public Schools
Sheila J. Jones, HPE Supervisor
Loudoun County Public Schools
Health ALIVE!!
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Modeled after Theory-based Active Instruction
(Teachers’ Curriculum Institute/TCI)

TCI uses Multiple Intelligences (Howard
Gardner), Cooperative Interaction (Elizabeth
Cohen) and Spiral Curriculum (Jerome Bruner)

Based on standards with dynamic lessons
Health ALIVE!!
Multiple Intelligence Activities:
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Visual Discovery
Skill Builder
Experiential Exercise
Writing for Understanding
Response Group
Problem Solving Group work
What are some
qualities of a healthy
relationship?
Visual Discovery Activity
1
2
Levels of Questioning (Spiral)
Level 1: Gather Evidence
Level 2: Interpreting Evidence
Level 3: Making Hypotheses from the
Evidence
Levels of Questioning
Level 1: Gather Evidence
 List everything you can see & touch
Level 2: Interpreting Evidence
 “I think _______ feels because I see
________.
 “I think this is taking place_________
because I see ___________.”
Levels of Questioning
Level 3: Making Hypotheses from the
Evidence or Draw conclusion about
Evidence
 What is happening?

How do you know this is happening?
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Why is this happening?
Visual Discovery
Steps for Selecting Powerful Images

Determine lesson objective that image will support

Determine whether the image contains ‘evidence’ that
students can find & relate to objective (level 1)
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Determine whether students can interpret evidence
(level 2)

Determine whether students can use
hypotheses/conclusion information to lead back to the
lesson (level 3)
Possible Next Steps:
Show additional images, either related to
dating violence or other risk behaviors, and
continue spiral questioning
• Have students record information about the
topic in a graphically organized format
• Choose one image to conduct an act-it-out,
having students interact with the image
Possible Next Steps:
Processing Assignment:

Create a public service announcement
poster that brings the issue of dating
violence to the public’s attention. The
PSA should include an image of a
couple and a “tag-line” that could be
used to represent the issue. Consider
the poster to be part of a series that
could be hung in high school hallways.
Differentiating Instruction in MixedAbility Health & PE Classrooms
One size does not fit all!
Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful tasks
ongoing assessment and
adjustment
flexible grouping
clarity of learning goals
appropriate challenge
Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment
Identifying Objectives

What do you want the students to know
and be able to do? These should be
clearly articulated:
Objective: Students will be able to predict the
outcome of risky behaviors and develop a
personal plan to avoid these situations
(addresses SOL 9.3c).
Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment
What is pre-assessment?

Finding out AHEAD OF TIME:

What students know (or don’t know) about what you’re
going to teach
in
 How students best process information
 How can this be accomplished?

What students are interested
Class discussion, entry card, survey, etc.
Pre-Assessment
Entry Card
• Draw or describe an example of a risky
behavior you have encountered.
• How did you respond? Why?
Pre-Assessing Using Graphic
Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about
it…
Consider flexible
grouping:
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Sometimes you group according to students’
“READINESS.”
 “Readiness” refers to a student’s grasp of a particular
concept or task – not to “general ability.”
Sometimes students make CHOICES about how they
will be grouped.
Sometimes you group according to students’
INTERESTS.
Sometimes you group according to students’
LEARNING PROFILES.
When differentiating instruction, be
mindful of assigning respectful tasks!
Differentiation is NOT individualized
instruction with separate lessons plans for
each student
 Differentiation IS recognizing that students
are different and responding to those
differences in a thoughtful way.
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Are these respectful tasks?
STRUGGLING
LEARNERS:
Complete the packet of
worksheets on risky
situations . You may
choose to work with a
partner if you like. Check
your work with the
answer key in the back
of the room.
ADVANCED LEARNERS:
Using flip cameras and
your natural brilliance,
create a video about
handling risky behaviors.
This will be presented at
the next school assembly!
Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment
Sample Differentiated Activity
Description of Activity:
Students will work in small groups to analyze
pictures of teens engaging in behaviors that put
them at potential risk of disease. Students will
then complete a graphic organizer that will
identify the risky behavior, predict what may be
the consequence, and create a plan for
prevention and/or control of the behavior.
Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment
Whole-Group Discussion
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Based on the activity, the group discussion
reinforces the objective of the lesson.
Groups can present different scenarios and
share/discuss with class.
Based on the discussion students are assigned
an extension assignment such as creating
videos or PSAs, designing ad campaigns, doing
research & finding data, etc.
The possibilities are endless!!!
Steps in a Differentiated Lesson
Identification of Objectives
Pre-Assessment
Differentiated Activity
Whole-Group Discussion
Post-Assessment
Post-Assessment
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Now, let’s see what you have learned about
risky behaviors
Answer the following questions
You’ll have 5 minutes to complete this
assessment
PLEASE BEGIN the POST- TEST>>>
Directions:
Complete the following:
1) On scale of 1 to 5, rate your present
knowledge of identifying risky behaviors.
(low) 1
2
3
4
5 (high)
2) In bullet form or sentences, write all you now
know about risky behaviors.
3) I now know more about how to identify and
avoid risky situations (number by confidence
level, #1,2,3).
___ identification of risky behaviors
___ predict consequences of risky behaviors
So What?
1.
2.
3.
Yale research indicated that, “Students whose
instruction matched their pattern of abilities
performed significantly better than the others.
Even by partially matching instruction to
abilities, we could improve student
achievement.”
We tend to teach in/from our own learning
preference the majority of the time.
AWARENESS!
Tips for Managing a Differentiated
Classroom
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Develop a Classroom Community (teams,
shared rules, collaboration vs.
competition)
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Yellow pages of classroom experts, kids
design personal ads
Tips for Managing a Differentiated
Classroom
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Assign various roles in cooperative groups
(facilitator, materials coordinator, time
keeper, task master)
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Develop a system for resolving conflicts or
differences of opinions (peer mediation,
class meetings, agenda box)
Tips for Managing a Differentiated
Classroom
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Increase student-student interactions vs.
teacher-student
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Visual and auditory learning supports
(posters, interactive charts, tape-recorded
directions, common symbols for learning
tasks, word walls)
Tips for Managing a Differentiated
Classroom
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Create room arrangement that permits
easy student movement and high teacher
visibility
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Provide purposeful activities and
procedures for students who finish tasks
early that extend or reinforce learning
Nutrition Skill Builder
Food Label Activity:
1. What is the food item?
2. Match label to food. Verify w/ teacher.
3. Questions:
-Main ingredient?
-Nutrient w/ highest % daily values?
-How many servings per food item?
Another Activity!
Objective: The student will learn
the process of evaluating the
nutritional content and portions of
a meal (SOLs 9.1.a, c, & d).
Differentiated Activity
With a partner, have students “order” a
meal from the menu (hide nutritional
content).
 Have a few students share the meal they
selected with the group.
 Open the menu with nutritional content
and have them analyze their meal.
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Extension
 Objective:
Students will apply nutritional
concepts in the creation of a
properly portioned meal (SOLs
9.1.a, c, & d).
Differentiated Activity
Using the analysis, have students
compare with the Food Guide Pyramid.
How did their meal compare?
 Now, compare portion sizes on the menu
vs. the portion plate.
 How many meals are super-sized,
compared to the portions recommended?
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Materials needed:
Standard size plates (12-13”)
Portion plates (9-9.5”)
Food Guide Pyramid
Menus
Calculator
Paper & pen
Portion Plates
So many activities, so little time!
Resources:
Theory-based Active Instruction (Teachers’
Curriculum Institute/TCI)
Differentiation Presentation: Catherine Brighton, Ph.D.,
University of Virginia
www.mypyramid.gov
http://www.theportionplate.com/