||TED464 - Mths Teach Sec Health Sci
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Recommended: Prior completion of
|Course Description: Prepares individuals seeking a single subject teaching credential in Health Science to
be effective and reflective teachers in middle or secondary schools. Candidates will
learn pedagogical content knowledge, methods of teaching and learning, classroom
management strategies, lesson planning, and assessment of student learning.
|Course Learning Outcomes:
- Utilize developmentally appropriate grade level content using the Health Framework and Health Education Content Standards for California Public Schools in the following areas: personal health and lifelong wellness; physical activity and fitness; nutrition and diet; mental and emotional health; consumer and community health; violence prevention and safety; alcohol, tobacco, and other drugs; sexuality and family living; communicable and chronic diseases.
- Explain the role of the classroom teacher as a role model and leader in relation to development of students' physical, emotional, and social well-being; promotion of positive health choices; and coordination of school and community-wide efforts to improve the health of students.
- Select learning management strategies that support positive learning environments and ensure healthy human development within the cross-cultural, linguistically diverse classroom.
- Demonstrate instructional and technology materials and strategies appropriate for adolescent students.
- Identify the local, state, and national community and educational resources /agencies, and Internet resources necessary for meeting the health education needs of all learners.
- Explain multiple assessment practices and instruments that facilitate and account for learning and support positive growth for all students.
- Design lesson plans in an approved format that meet grade level health expectations as identified in the Health Framework and Health Education Content Standards for California Public Schools and that incorporate appropriate instructional objectives, a variety of efficient strategies and technologies, sequenced and differentiated instruction to accommodate students’ needs, and assessment measurements of student growth and learning.
- Discuss the professional standards, ethics, and reflective practices of the classroom teacher.
|Specified Program Learning Outcomes:
MAJOR IN HEALTH SCIENCES WITH A PRELIMINARY SINGLE SUBJECT CREDENTIAL (CALIFORNIA)
- Demonstrate a thorough understanding of the learning needs of students through the creation of positive learning environments.
- Demonstrate professional standards and ethics.
- Describe how to support growth in cognitive, social, physical, and emotional domains.
- Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
- Discuss the evolving role of a health science teacher as a culturally responsive health educator, counselor, advocate, and resource for individuals, families, and communities.
- Discuss the personal, social, and legal requirements and appropriate prevention and intervention strategies in providing a safe, inclusive school environment.
- Integrate educational technology to meet the needs of all learners.
- Utilize different teaching strategies to accomplish teaching and learning goals.
- Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.
1. Classroom Dialogue, Discussion and Discourse:
Candidates will complete assigned readings in the text, view lectures and videos and participate in discussion boards. Discussions are designed to give candidates an opportunity for sharing and interacting with one another.
2. Responses to Readings
Candidates will be reading and responding to various texts to initiate the process of becoming a “reflective and critical practitioner.” The assigned readings are outlined in the schedule and the response format is listed following the schedule. Responses will be submitted each class session and do not need to be typed.
3. Reflective Journal
The reflective journal will be a short (4-5 pages) reflection on what was learned in the readings overall and in class and how that learning can be used to improve, one is teaching. Candidates are to utilize the template provided addressing what they learned, what they learned that will help students learn, what new metacognitive understanding they have gained as a teacher and learner.
4. Field Experience- Observation:
Candidates will conduct observation of a health education class. Candidates will complete a written analysis of teaching and learning.
5.Lesson Plans -signature assignment
Candidates must design two health education lessons for a particular group of students and for different domains of health education. The specific Lesson Plan format MUST be used for planning. All parts of the lesson plan must be completed and align with the Health Framework And Health Education Content Standards For California Public Schools: Kindergarten Through Grade 12, TPEs and the TPA Task 2 requirement.
6. Case Study
Using data presented in class, candidates will write a case study that includes student learning needs, instructional strategies, and further assessments to monitor student progress.
7. Philosophy Paper
Utilizing and synthesizing all knowledge gained in the course, the candidate will write a personal philosophy of teaching and learning. Candidates will develop a position paper on the importance and role of healthy life skill development in youth, trained health education teachers, and/or comprehensive/coordinated school health programs.
8. Final Examination
Using research to support thinking, each candidate will complete a multiple choice / essay final exam.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures