Using a curricular approach called personal practical knowledge, this health education methods textbook takes you on a transformational journey that will help you become a master teacher of health education for children in grades preK through 8. That journey begins with an in-depth exploration of your uniqueness as a professional who will educate for health. Dr. Ubbes helps you turn your personal narrative into your professional identity and then guides you toward an understanding of children’s learning styles and the practical knowledge you will use to shape a relational pedagogy with your learners.
Educating for Health explores pedagogical strategies that will help you bridge your understanding of health issues with your teaching. This book will help you translate education and health theories into practice as you
focus on the acquisition of cognitive-behavioral health habits in your students,
adapt your instruction and assessment options based on individual learning styles,
structure relationships and environments that are optimal for learning,
examine nine evidence-based instructional strategies that you can use as tools in educating for health, and
study design as an inquiry-based process for teaching and learning
Dr. Ubbes also applies the ecological model of public health and Gardner’s theory of multiple intelligences in a new way and shows how to help children develop through a sensory-motor, cognitive-behavioral approach to health and well-being.
Each chapter features several tools that will aid your understanding of the content:
Principles of Practice provide key point summaries.
Professional Voices showcase real-world teacher experiences as they relate to the chapter’s content and are ideal for professional discussion and dialogue.
Seeds of Growth: Signs, Symbols, and Patterns of Living and Learning provide student learning activities.
Web Links for Living and Learning offer additional student activities using the Internet.
Books for Living and Learning supply activities related to children’s books.
Educating for Health will help you reflect on your professional identity and abilities as a teacher and give you the information you need for fostering the growth and development of your students.
Who We Are: Identity Formation
Teacher as a Changing Learner and Leader
Formation of Private, Personal, and Public Identities
Goal of Identity Formation
Epitome of Culture
Conditions That Establish a Quality of Life
Mystery of Life and Learning
Foster a Culture of Wellness and Personal Well-Being
Our Sensory-Motor and Cognitive-Behavioral Responses
Need for Skill Development When Educating for Health
Change Is Central to Our Lives as Human Beings
Ways to Be: An Ontological Study
Observing Children as Human Beings
Ways to Be
Narratives of Experience
Your Voice Is a Part of the School’s Vision
Human Beings First
Personal Practical Knowledge
Other Places to Educate for Health
Objective Versus Subjective Structures for Teaching and Learning
Wellness, Well-Being, and Wellness Space
Hierarchies and Networks Inform Our Work
Ways to Think: An Epistemological Study
Constructivism in Education
What Is Design?
Design as an Inquiry Process
Change Orders Are Common
Examples of Change Orders When Educating for Health
Role of Environment in Design
Establishing a Learning Environment
Establish Conditions for Learning
What Is Developmentally Appropriate?
What Is Culturally Sensitive?
What Is Body–Brain Compatible?
What Is Health Enhancing?
Thinking as a Health Promoter
Historical Significance of Knowledge Construction
A Story of Professional Integration
Developing a Philosophy to Educate for Health
Design and Style
Role of Literacy in Educating for Health
Objective Knowing and Subjective Knowing
Role of Neuroscience in Constructivist Theory: Zone of Proximal Development
Communication as a Sensory-Motor, Cognitive-Behavioral Approach
Ways to Know: Multiple Language Forms of Communication
Different Signs and Symbols of Language
Structure, Function, and Aesthetic Forms of Language
Domain-Specific Information and Expert Performance
Role of Human Senses in Information Processing
Role of Language and Literacy in Educating for Health
Literacy and Health
A Developmental Perspective of Language as Play
Design Problem Solving in Educating for Health
Design for Action Potentials, Action Plans, and Action Research
Habits of Health and Habits of Mind as Possibilities for Healthful Practices
Problems of PreK-12 Health Curriculum
Health Concepts Taught in Other Disciplines
Building an Infrastructure for Health Education
Need for Professional Teaming in Education and Health
Ways to Structure Stories: Personal and Professional Frameworks
Ways to Structure Stories
Use of Children’s Literature
Differences Between the Frameworks of Story and Theory
Professional Stories of Health Education
My Professional Philosophy
My Personal Philosophy
Philosophy of How to Educate for Health
Multiple Professional Perspectives in Health
My Interpretation of the Ecological Model
Principles of Practice: The Contextual Model of Human Expertise
Human Beings as Human Doings
Curriculum as Text
Historical and Philosophical Perspectives of Curriculum
Issues of Quality Are a Pattern: Standards and Evidence
Aesthetics Help Build Curriculum Thinking
Ways to Design: Curriculum and Pedagogical Frameworks
Epistemology of Constructivism and Its Relationship to Pedagogy
Pedagogical Content Knowledge
Evidence-Based Instructional Strategies Are Tools and Patterns for All Disciplines
Theoretical Mapping of Three Learning Zones in Educating for Health
Ways to Build Relationships Between People and Their Ideas
Relationships With People
Plans for Reflective Practice
Contextual Issues of Space and Place
A River Runs Through You
Informed Learning Episodes
Professional Practices That Support a Relational Pedagogy: We Need Each Other
Relationships Take Work
Role of Schools in Building a Safe and Supportive Environment for Learning
About the Author
Text for health education, physical education, and classroom preservice teachers. Also a text for elementary educators, teacher educators, and graduate course instructors and students.
Valerie A. Ubbes, PhD, CHES is an associate professor in kinesiology and health at Miami University. She has taught pedagogy courses since 1980 and has developed three pedagogy courses for which she has published three books.
Dr. Ubbes is also project director of the Children's Picture Book Database at Miami University (www.lib.muohio.edu/pictbks). Her multidisciplinary database was recognized by the International Society for Technology in Education (2005) as one of the 101 best Web sites for elementary teachers. In 1995, she wrote the first integrated curriculum book that was aligned with the National Health Education Standards, and she has served as the health in education network facilitator for the Association for Supervision & Curriculum Development. She is an active member of the American Association for Health Education.
In her spare time, Dr. Ubbes enjoys landscaping, flower gardening, bicycling, reading, playing her bassoon, and traveling with her family. Her life goal is to promote human well-being across the life span, leading to a higher quality of life and learning for all.