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• Title Page
• Copyright
• Dedication
• Contents
• Preface
• Acknowledgments
• Introduction
• Part I. Building the Foundation of a Skills-Based Approach
• 1. The Role of Health Education
• Health as a Continuum
• The Need for Health Education
• Using Resources in School-Based Health Education
• Designing Health Education
• Improving Health Outcomes
• Summary
• 2. Understanding a Skills-Based Approach
• Components of Skills-Based Health Education
• Skills-Based Health Education in Practice
• Support for Skills-Based Health Education
• Summary
• 3. Equity and Justice in Health Education
• Health Disparity and Health Inequity
• Factors Contributing to Inequities
• Social Justice and Health Equity
• Social Justice Practices for Your Classroom
• Summary
• 4. Developing Health-Literate Individuals
• Components of Health Literacy
• Continuum of Health Literacy
• Developing Health Literacy as an Asset
• Establishing Health Literacy for Life
• Summary
• 5. Examining Student Motivation
• Theories of Motivation
• Developmental Levels and Motivation
• General Considerations Across Age Levels
• Summary
• 6. Making Cross-Curricular Connections
• A Coordinated Approach to Student Success
• Shaping Local Wellness Policies
• Making Interdisciplinary Connections for School Improvement
• Summary
• Part II. Teaching to the National Health Education Standards
• 7. Accessing Valid and Reliable Information, Products, and Services
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 8. Analyzing Influences
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 9. Interpersonal Communication
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 10. Decision Making
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 11. Goal Setting
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 12. Self-Management
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• 13. Advocacy
• Step 1: Introduce the Skill
• Step 2: Present Skill Cues/Critical Elements
• Step 3: Model the Skill
• Step 4: Practice and Feedback
• Step 5: Assess the Skill and Support Transfer
• Summary
• Part III. Putting Everything Into Practice
• 14. Using Data to Inform Curriculum Planning
• Compiling Functional Information
• Gathering and Understanding Data
• Interpreting Data to Make Decisions on Curriculum
• Using Data to Build Support for Health Education
• Summary
• 15. Eight Steps for Curriculum Development
• Step 1: Get to Know the Students and the Community
• Step 2: Formulate Goals
• Step 3: Design Benchmark Assessments
• Step 4: Determine the Health Topics, Functional Information, and Skills
• Step 5: Create a Scope and Sequence
• Step 6: Develop Unit Plan, Objectives, and Outcomes
• Step 7: Develop Unit Assessments
• Step 8: Create Lesson Plans
• Summary
• 16. Designing Meaningful Assessments
• Purpose of Assessment
• Types of Assessment
• Authentic Assessment
• Rubrics and Grading
• Constructive Feedback
• Summary
• Part IV. Strategies for Effective Instruction
• 17. Creating a Positive Learning Environment
• Know Yourself
• Have a Plan
• Build Relationships With Your Students
• Establish Classroom Norms, Consequences, and Reward Systems
• Foster Student Leadership and Involvement
• Be a Positive Role Model
• Summary
• 18. Implementing a Skills-Based Approach
• Facilitate Learning Experiences
• Format Lessons to Support Skill Development and Knowledge Acquisition
• Provide Meaningful, Relevant Learning Experiences
• Foster Participation and Active Learning
• Provide Opportunities for Self-Reflection, Internalization, and Personalization
• Provide Opportunities for Skill Development
• Summary
• 19. Meeting the Unique Needs of Teaching Elementary Health Education
• Making Time for Health Education
• Considerations for the Elementary Level
• Using Children’s Literature to Support Health Education
• Engaging Families and the Community
• Summary
• 20. Professional Development and Advocacy
• Staying Current and Relevant
• Engaging in Professional Development Opportunities
• Developing a Personalized Professional Development Plan
• Using What You Learn
• Advocating for Health Education
• Summary
• Glossary
• References
• Index
• About the Authors
• About SHAPE America