The Model for Health in Michigan was first implemented in 1985 as a result of the partnership between state agencies which involves; Mental Health agencies, Education agencies, Social Services renamed Human Services agencies, Public Health renamed to Community Health Office of Highway Safety Planning, State Police and Substance Abuse fused with Community Health. The objective and goal of this model was to create a harmonized and collaborative program that offered school learners with relevant skills and information related to health and disease prevention. According to a survey concerning schools carried out in 2008, almost eighty percent of buildings in Michigan implement the Michigan Model for Health, and almost seventy five percent which represents 1.2 million Michigan students receive the lessons.
The Michigan Model for Health has ultimately been implemented in the following 39 states: Iowa, Texas, Utah, Virginia, Illinois, California, Alabama, Arkansas, New York, Ohio, Oklahoma, Arizona, Florida, Georgia, Massachusetts, New Jersey Maryland, , Minnesota, North Carolina, Missouri, Montana, Rhode Island, Maine Nebraska, Kansas, New Hampshire, , Indiana, Louisiana, Alaska, Kentucky, Oregon, South Dakota, Pennsylvania, Wisconsin, South Carolina, Tennessee, Vermont, Washington, and Wyoming.
Role of schools in improving health in Tennessee
The collaborating agencies have desidgened a all-inclusive school health education package with various advantages for schools, states and students:
Implement school health guidelines
Coordinate multiple components and use multiple strategies.
Coordinate the accomplishments of health and education agencies and other institutions working to improve health.
Education and health agencies share common goals for protecting and improving the health and well being of young people thus emphasizing on the collaboration at all levels. Schools help to build a state level structure that supports the execution of a harmonized approach to school health. School health programs tend to be a models and priority through merging key resources, decision makers and programs within a supportive structure.
Use the Program Planning Process to Accomplish Health Promotion Goals
Availability of program planning process is vital for long-range planning and program improvement. This procedure requires involvement of all stakeholders, developing a strategic plan based on realistic goals and measurable objectives, including defining priorities on the basis of unique needs that a population may have, determining the already available resources, and establishing processes for determining whether the established goals and objectives are effectively met and for endlessly improving the program
Purpose and value of openers and energizers
Openers and energizers are utilized to get the attention of a group of learners and set a platform for the resulting learning. They majorly relate to the topics that are mainly addressed in the learning activity. Openers and energizers involve Team building that influences participants to become familiar or acquainted with each other as well as establishing a platform and spirit of collaboration, cooperation and interdependence. Also enhances a there and then assessment which helps in learning about the knowledge, attitudes, and experience of the members participating and also an Immediate learning involvement through creating primary interest in the preparation on the training topic. Openers introduce content in an interesting way. They are generally used at the start of the session as well as bridging distinct topical segments of training sessions.
Resources
- Newsprints or chart pad and markers:
Chart pads are used to record team members input and ideas while marker is used for putting down relevant points by the facilitator or instructor; Data, graphs are used to support message or recommendations. Copy of training course agenda, Agenda is used to structure the meeting for effectiveness outcomes, and objectives for each participant
Process tools are used for improvement solving the problems the team has.
- Use of Power Point Slides
This is the widely known and used technique of teaching and training currently. Use of power points helps participants to see and hear what they are taught thus, helping them to remember what they are taught.
- News Articles
- Models
This method of learning taps into visual aspects for learners whereby participants are asked to take an existing model and do something with it, such as breaking it down and then put it back all together or to make a model relating on what they have been learning, This technique functions well when there is a tangible process or product involved in the training
How should a teacher work to accommodate various learning styles?
There are numerous ways a teacher can integrate into the lesson plan so as to accommodate various types of learning. The academic method of instruction and lecture covers the audio and verbal learners, but what about the rest? Brainstorming sessions, Group debates, small group discussions, appeal to the oral learner. PowerPoint slides presentations, drawings dawn on the blackboard, overheads, employs visual student.
Use maps, webs or flow charts to organize materials
- Emphasize, highlight and color important points taught for easy understanding
- Write out and use flash cards for review of material
- Draw cartoons or pictures of concepts
- Have students tape lectures as they are being lectured and later have a review of them with the teacher.
- Employ the use of a talking calculators in class
- Ask students to put down material to a tune or rhythm and practice it aloud
- Inscribe the checklists of materials that h require students to be learn or have a look at
- Use textured paper and experimentation with diverse sizes of pens, pencils, to put down relevant information through bolds
- Write down the relevant material on slips of paper and then move them around into a proper series.
- Use the chalkboard to note important information
- Involve students in discussion about the subject matter they learn
- Ask for verbal synopsis of material
- Dramatize or use role play in concepts. Students can move objects around to play up a concept or act out the concept themselves.
- Ask the student to envisage and imagine a scene in which the material to be learned is being applicable or acted out somehow. For instance, a student can be told to imagine being a character in a novel.
- Have the student take notes on their writing materials while keenly reading or listening.
- Use gestures and some form of body movement such as pacing, mouthing ideas, snapping fingers, whereas reciting material to be well-read.
Issues of class size
An ideal class size should accommodate 20 to 25 students. Student’s achievement increases considerably in classes of fewer than 25. (Blatchford, p146 )Smaller classes, with the complement of varied teaching techniques, generate more positive attitudes, better student performance, and fewer discipline cases.
The bigger the number of students in class, the less the chances to participate orally for students
Classes with a larger the number of students has a greater amount of time devoted to classroom organization and management rather than instruction.
The larger the class size, the less expected teachers are to develop lessons heartening high-level thinking.
- Smaller classes promote immense relations among students, facilitating understanding among themselves as well as increasing their aspiration to help one another.
- Ideal class size results in higher teacher morale and drive and reduced stress.
Methods for dividing students into groups
- Deck of cards method: In this method, the teachers are required to ask students to pick cards randomly.From this, the teacher has an opportunity to think of the way to split up the class. This could be based on shape, (Eilks, 110) color or selection of numbers or the teacher can at random hand out paper with different images on such as blueberries, egg, strawberries, bacon, blackberries, or sausages and other such groups of things. Then have them to find someone with a card that goes hand in hand with their card.
- Facilitator can use alphabetical order of their best or favorite food. Quite nice for discussion afterwards
- Trainer can ask students participant to form a line at the front of the room. They should be asked to line up alphabetically by last name. Then, count up to around five students and form as many groups as he needs.
- Ask students to form group through finding members who share the same birthday month
- The teacher can bring a children’s puzzle to class. And provide each student with one piece of the puzzle in accordance to their arrival to class and later ask them to find the members whose puzzle piece bond to theirs, and they form a group
Addressing lifetime wellness in high school
Work cited
Blatchford, Peter. The Class Size Debate. Maidenhead: McGraw-Hill International (UK) Ltd, 2007. Internet resource.
Eilks, Ingo, and Bill Byers. Innovative Methods of Teaching and Learning Chemistry in Higher Education. Cambridge, UK: RSC Publishing, 2009. Print.
Isaacs, Stephen L, and David C. Colby. To Improve Health and Health Care: The Robert Wood Johnson Foundation Anthology. San Francisco, Calif: Jossey-Bass, 2011. Print.
McKenzie, James F, R R. Pinger, and Jerome E. Kotecki. An Introduction to Community Health. Sudbury, Mass: Jones and Bartlett Publishers, 2008. Print.
Steffen, Jeff, and Jim Stiehl. Teaching Lifetime Outdoor Pursiuts. Leeds: Human Kinetics, 2010. Print.
