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• W109675461 abstract "This paper provides guidelines on how to develop complete plans using information from selected published articles and a standard plan outline. The technique is designed as a culminating project for a methods and materials health education course or a teacher inservice activity. Students select a journal article that describes an innovative process-specific or content-specific They then develop a complete plan using an adapted from K. Middleton's of a Lesson. Enough information is provided to enable a substitute teacher to implement the with minimal preparation. Students can demonstrate the selected for evaluation and provide copies of their strategy to classmates. Students report that they enjoy reviewing strategies and being exposed to the creative ideas of other health educators, and they feel that they acquire additional insights about planning, organizing, and directing lessons. Assignment guidelines and a copy of the plan are appended. (JDD) ********************************************************************** Reproductions supplied by EDRS are the that can be made * from the original document. ****************************************************:,gy(**************** ASHA, 1994 R. M. Weiler Using Published Teaching Techniques To Develop Lesson Plans Robert M. Weiler, PhD, MPH, Assistant Professor, Department of Health Science Education (FLG-5), University of Florida, Gainesville, FL 32611-2034, (904) 392-0583, E-Mail: RWEILERQ HP.UFLEDU. Presented at the 68th National Sci Doi Health Conference, American School Health Association, Houston, Texas, Saturday October 8, 1994. Description The purpose of this technique is to demonstrate how plans can be developed by using ideas published in professional literature. This technique is appropriate for use in health education professional preparation courses, teacher preparation programs (college/university level), teacher inservice activities, and individuals who teach health in public schools. The objectives: (1) to become familiar with, and encourage the use of, literature in health education and pedagogy, (2) to use literature as a source for professional growth and development, (3) to develop lesson-ready strategies; and (4) to prepare instructional materials related to specific lessons. Participants are instructed on how to develop complete plans using the information provided in selected published articles and a standard plan outline. Designed as a culminating project for a methods and materials health education course, this technique is well received by students. Successful completion of this activity results in a plan ready for implementation. Method. To prepare for this assignment students participate in a number of class sessions introducing them to principles of effective planning. These sessions focus on curriculum organization, unit construction, and planning. This part of the course culminates with students developing an original plan. Next, students are required to select a current journal article that describes an innovative teaching strategy. The selected strategy may be process specific or content specific. For example, the selected A article may describe how to apply decision making skills or describe a on saturated fats. Encourage students to explore literature outside of health eduction for their strategies. Instruct students to develop a complete plan using the information provided in their selected article and the lesson plan outline (p. 5-6). Adapted from Middleton's (1981) Anatomy of a Lesson , this describes the traditional components of an effective plan. However, other plan formats are appropriate. To encourage students to consider ideas other than their own, they are instructed to develop their as designed and presented in the article. As a final caveat, students are told their plan must provide enough information that would allow a substitute teacher to implement the with minimal preparation. Students are required to submit their with a copy of the published strategy in a file folder. on.. of Educaltonal Research and Improvement PERMISSION TO REPRODUCE THIS U S DEPARTMENT Of EDUCATION (0 EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY recsive4 Nom the person or oriNnuill'or, CENTER (ERICI (NQ as 0 This document has been reproduced originating tNt 1 O Minn changes have been mode to telpeOre er reproduction quality 6 mint C:0%41;::::11y6::Itg;InOtriht i TO THE EDUCATIONAL RESOURCES 0E111 posolion Or policy INFORMATION CENTER (ERIC) ASHA, 1994 R. M. Weiler Evaluation Students report enjoying searching the literature, reviewing and selecting an appropriate strategy, and being exposed to the creative ideas of other health educators. They comment on acquiring additional insights about planning, organizing, and directing lessons. Also, students report an increase in their understanding of and their appreciation for the amount of work involved in developing lesson-ready plans that can be used by others. Overall, students note the assignment provides an opportunity to further refine their planning skills. Recommendations This assignment was designed for methods preparation courses, but could be easily modified for teacher inservice training, workshops, and institutes. If class size and time permit, students could demonstrate their selected strategy in class for feedback. In addition, students could provide copies of their strategy to classmates. As a result, students would have a set of lessons ready for implementation. As an alternative to the present format, students could be required to and provide a set of recommendations for their selected Respective sections could be inserted between the materials and resources (V.) and the references (VI.) sections, or as an addendum. This would encourage students to use their creative talents to modify their selected For example, student might incorporate their own ideas to make their strategy applicable to a non-school setting, or as a basis for creating an entirely new lesson. Students are encouraged to critically examine several article before selecting their assignment The degree that this occurs is difficult to monitor. Thougn not the perfect solution to this dilemma, students could be required to locate three articles, related to the same topical area or skill, review each, then select the best to complete the assignment. In addition, students could provide a critique of the strategies' relative strengths and weaknesses. One purpose of this assignment is 42 encourage students to try new approaches to health instruction. In order for this assignment to be successful, explicit instructions are a must. Otherwise, students will experience confusion and view the assignment as a simple exercise in transposition. At the onset, students must fully understand the purposes of the assignment and the utility in completing it. Bibliography Middleton, K. (1981). Back to some basics of health planning. Health Education, 12(1), 4-8. Pollock, M. (1987). Planning and implementing health education in schools. Palo Alto, CA: Mayfield. Wei2r, R. M. (in press). Applying techniques and ideas in methods preparation courses. The Tournal of Health Education." @default.
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