positively aging ® program the university of texas health science center at san antonio michael j....
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Positively Aging® Program
The University of Texas Health Science Center at San AntonioMichael J. Lichtenstein, Principal Investigator
Carolyn Marshall, Project DirectorLinda Pruski, Education Specialist
MaryAnne Toepperwein, Education SpecialistOlivia Lemelle, Graphic Designer
Yan Liu, Programmer AnalystCheryl Blalock, Research Associate
Kacy VandeWalle, Medical InternSteve Owen, StatisticianWen Wang, CollaboratorXue Wang, Collaborator
http://teachhealthk-12.uthscsa.edu
We thank you for the opportunity to be here!
[ 感谢有机会来到这里 ]
Positively Aging® Program
The University of Texas Health Science Center at San Antonio
Day 1 Discussion Topics:
Introduction to Positively Aging® Program
American Education System
Process of Curriculum Development
Introduction to Positively Aging® Program
A history:1993-2005
Positively Aging® Home
San Antonio, Texas, U.S.A.
UTHSCSAThe University of Texas Health Science Center at San Antonio
Main campus
Positively Aging®
Curriculum is…
an innovative curriculum that helps teachers infuse lessons from health and aging research into their regular coursework.
( 积极成长计划课程是… .)
National Institutes of Health
• National Center for Research Resources
• National Institute on Aging
• National Institute of Dental and Craniofacial Research
• National Heart Lung and Blood Institute
( 国家健康科学院 )
Collaborative Curriculum Development
Positively Aging®/M.O.R.E. Curriculum
Secondary Teachers UTHSCSA Researchers
( 协力合作编写教程的发展 )
Teacher Writers and Staff Summer 2004
( 编写教师和工作人员 )
Positively Aging ®/M.O.R.E. Goals
To help teachers . . . prepare and implement research-based curricular materials that explore interdisciplinary opportunities in gerontology, physiology and healthprepare students to make critical health decisions for extending and enhancing their lives
( 积极成长计划的目标 )
Positively Aging ®/M.O.R.E. Goals
To help teachers . . .
develop sensitivity to the needs and concerns of the aging population
foster an enduring interest in scientific research and medical careers
( 积极成长计划的目标 )
From an Idea to a Team
1993 1 teacher writer, 2 researchers
1994-1996
Private Funding [4 team members]
4-7 teacher writers, 20 researchers
Pilot Materials
1997-2000
SEPA Phase 1 Grant [5 team members]
“Controlled Trial” to Evaluate Materials; Teacher Training
2000-2003
SEPA Phase 2 Grant [7 team members]
Disseminate Materials; Teacher Training
2003-2008
SEPA & MKITS Grant [10 team members]
16 teacher writers, 40+ researchers
Pilot Materials/Evaluation; Teacher Training
( 从设想到一个队伍 )
Create
EvaluateDisseminate
( 项目创立 -- 评估 -- 传播 )
Science as a Social Enterprise
• Project 2061 – AAAS long term initiative– Reform K-12 education in
natural and social science, mathematics and technology
• Science for All Americans – 1990
• Benchmarks for Science Literacy
• Blueprints for Reform - 1998
Halley’s Comet - 1985
Project 2061 Logo
( 科学正如社会的企业 )
Why AGING in school?
• Aging begins from the moment we’re born
• Making healthy choices as we age may increase longevity and quality of life throughout the lifespan
( 为什么把老年化带入学校 )
“Every Teacher is a Health Teacher”
• In many American schools, middle school health is not taught
• This program teaches standards-based content and skills with health-related themes
• Every teacher can teach health topics
( 每个老师都是一个教健康老师 )
Match Gerontologic Examples to Curricular Elements
• Gerontology example:– Bone mineral density
• Curricular elements:– Concept: Density– Skill: Measurement (Mass, Volume)
• Example:– Bone Specimen Lab
( 把老年医学的例子运用到课程中去 )
Unit 12 “Give Your Bones A Break”Activity 4B: Determination of Bone
Density with Bone Specimens
( 单元 12 让你的骨头休息一下 )
4b 用骨头样品去决定骨头密度GROUP DATA COLLECTION SHEET
1 A Look at Me 7 You Are What You Eat
2 A Look at Them 8 Nutrition and Aging
3 It’s All In Your Mind 9 Watch Your Mouth
4 My Older Friend 10 Diabetes and Aging
5 Our Aging World 11 Embracing Diversity
6 Vision & Hearing 12 Give Your Bones a Break
Original Positively Aging® Interdisciplinary Units
( 最初的积极成长计划的跨学科单元 )
Create
Evaluate
1997-2000 – NCRR/NIA/NIDCR - 1-R25-RR-12369Science Education Partnership Award
“Positively Aging®” – Phase I Application
( 项目创立 -- 评估 )
Ongoing Validation of Curriculum Effectiveness
• Quantitative:– Pre and Post Testing– Website utilization – Comparative Studies
• Qualitative:–Attitudinal surveys/drawings–Teacher anecdotal information
( 正在进行的教程有效性的确认 )
Evaluation
• 1997-2000
• Qualitative outcomes– Drawings
of elders– Sentence
completion
• Quantitative outcomes– Pre- and Post-testing
( 评估 )
Pre/Post Test ResultsQuantitative Evaluation
Unit 5 Pre/Post Test Scores
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Pre Test Post Test
Intervention Control
( 之前 / 之后的测试结果量评估 )
Help the NIA Positive Drawing( 积极的图画 )
Help the NIA Neutral Drawing( 中性的图画 )
Help the NIA Negative Drawing( 消极的图画 )
Positively Aging® Response Rateat Baseline and Follow Up
in Control and Intervention Schools
Response Rates - NIA Drawings
79%
69%
60%
83%
61%55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Baseline Follow Up Paired Drawings
Intervention Control
( 参加积极成长计划两种学校的人数百分比 )
Drawings – Intervention School (N=782)
Follow-up
Baseline Positive Neutral Negative Total
Positive 14.5% 11.5% 2.2% 28.1%
Neutral 17.4% 25.5% 6.1% 49.0%
Negative 6.1% 10.9% 6.0% 23.0%
Total 38.0% 47.8% 14.2% 100.0%
( 图画在干涉学校统计(总人数 782))
Positively Aging® CurriculumContributed to Change Towards Positive Images of Older People
Change in Drawings from Baseline to Followup
0%
5%
10%
15%
20%
25%
30%
35%
40%
Baseline Followup
Intervention Positive Control Positive
Intervention Negative Control Negative
( 两种学校关于老人的积极图像的变化 )
Logit Model for Follow-up Drawings
[Pos] vs. [Neu + Neg]
Baseline drawing Positive 2.00 (1.53, 2.62)
Grade Level
6th vs. 7th 1.38 (1.01, 1.89)
8th vs. 7th 1.94 (1.45, 2.58)
Intervention vs. Control School 1.48 (1.13, 1.94)
Gender (Girls vs. Boys) 2.76 (2.19, 3.52)
Ethnic Group
MA vs. EA 1.03 (0.79, 1.34) NS
Others vs. EA 0.78 (0.48, 1.27) NS
Economically Disadvantaged 0.85 (0.62, 1.15) NS
( 分对数模型对之后图画分析统计结果 )
Conclusions
• Use of Positively Aging® teaching materials moved middle school students toward a more positive view of elders
• Lack of repeatability in drawings suggests that middle school students do not have fixed images of elders
• Raters agree on the Positive, Neutral, and Negative attributes of student drawings
( 总结 )
Stereotypes
• Stereotypes are fixed, simplified characterizations of groups of humans (Walter Lippman – Public Opinion – 1922)
• Presume that knowledge of a particular trait (e.g. advanced chronologic age), allows attribution of other characteristics to an individual within that group.
( 同型模式 )
Factor Analysis of Baseline Drawings
• Standardized α-coefficient for 49 variables was low (α = 0.37).
• The Spearman Rho correlations between the variables were also low with 90.2% of the 1,176 comparisons < 0.10.
• The highest observed correlation was observed between the characteristics ‘Sad, Mad, or Angry’ and ‘Frown’ (0.49).
( 因子分析;之前图画分析 )
Logistic Regressions:Positive Drawings (N=550)
Characteristic Odds Ratio (95% CI)
1. Smile 3.80 (2.87, 5.05)
2. Happy 6.90 (5.15, 9.23)
3. Kind or Nice 4.30 (2.15, 8.59)
4. Setting (Indoors vs. None) 1.50 (0.85, 2.67)
5. Setting (Outdoors vs. None) 2.07 (1.21, 3.55)
6. Position (Sitting vs. None) 2.71 (1.06, 6.90)
7. Position (Standing vs. None) 1.37 (0.55, 3.42)
8. Activity (per level) 1.96 (1.67, 2.30)
9. Cooking 2.28 (1.50, 3.46)
10. Gardening 2.64 (1.48, 4.73)
11. Reading 2.75 (1.51, 4.98)
12. Physical Exercise 3.79 (2.06, 6.99)
13. Grandparents 3.33 (2.46, 4.51)
C-statistic 0.89
( 逻辑归纳与统计分析 )
Logistic Regressions:Negative Drawings (N=421)
( 逻辑归纳与统计分析 )
Characteristic Odds Ratio (95% CI)
1. Age Category 1.38 (1.23, 1.54)
2. Frown 5.18 (3.35, 8.01)
3. Sad, Mad, or Angry 12.68 (8.18, 19.65)
4. Grumpy, Cranky, or Mean 14.05 (5.53, 35.68)
5. Lonely 5.25 (2.78, 9.88)
6. Forgetful, Crazy, or Demented 3.02 (1.63, 5.59)
7. Disease and/or Medication 2.04 (1.27, 3.28)
8. Specific Disease 2.19 (1.07, 4.45)
9. Weak 1.44 (1.05, 1.97)
10. Trouble Walking 2.58 (1.76, 3.77)
11. With Family or Homeless 3.03 (1.94, 4.72)
C-statistic 0.85
Conclusions( 总结 )
• Analyses of characteristics abstracted from middle school children’s drawings of elders demonstrated little evidence, a priori, of stereotypes regarding aging
• The Positive, Neutral, Negative categories are superimposed by the raters – not created by the students
• Even within these subcategories, the α-coefficients and correlations coefficients were low – there were no strong factor structures either within the subgroups
Create
EvaluateDisseminate
2000-2003 – NCRR/NIA -1 R25 RR12369Science Education Partnership Award
“Positively Aging®” Phase II Application
( 项目创立 -- 评估 -- 传播 )
Dissemination( 传播 )
• 2000-2003• Website created – 2000-2001• Four middle schools in two
school districts– Northside ISD – Neff and Stinson– Northeast ISD – Nimitz and Driscoll
• Quasi-experimental Design– Interventions Schools – Neff and Nimitz– Control Schools – Stinson and Driscoll
2000 年网页创立
TEKS Search Engine(TEKS 的搜索引擎 )
Check which Units, Subjects or Grades you
want to search.
Type activity code. Type OR for multiple search.
Click any keyword in the list. Type OR for multiple search.
Click to get the search results or clear selection.
Click button to go
to TEKS Search.
Figure 3: TEKS Search Engine on Positively Aging® Website
Stealth GerontologyTM Teacher Training(Years 1, 2, and 3)
Assign Schools
Distance Electronic SupportPlus
In-School Personal Contact
Distance Electronic SupportAlone
In Class Use of Positively Aging® Teaching MaterialsWebsite Utilization
Monitor Outcomes
Figure: Schematic for the Positively Aging® Program Dissemination
Teachers Utilization of the Positively Aging Website - 2000-2003
0.0%
3.2%
5.7%
0.0%
16.2%
26.5%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
2000-1 2001-2 2002-3School Year
% T
each
ers U
sing
the W
ebsit
eControl Schools
Intervention Schools
Positively Aging® Web Site under construction and not available during this school year.
(2000----2003 年老师在我们网站的使用 )
Teachers Utilization of the Positively Aging® Website 2000-2003
Website Utilization Statistics
• Website Utilization – Overall, more by Intervention School Teachers
• Chi-square [1 df] = 32.3, p < 0.001
• Monthly Access:– Intervention Schools: 57 web pages/month
(SD = 81 pages, range = 0-319) – Control Schools: 17 web pages per month
(SD = 56, range = 0-260)• Per website visit – Teachers access:
– Intervention Schools: average of 7 pages (SD = 9 pages, range = 1-49 pages)
– Control Schools: Average of 8 pages (SD = 7 pages, range = 1-31 pages)
( 网站使用的统计结果 )
Monitoring Classroom Utilization
• Every six weeks– E-mail sent to teachers – used list-
serves of each of the four schools– Hard copy memorandum placed in each
teacher’s mailbox
• Teachers asked to respond by e-mail to the Positively Aging® staff about use of materials in the classroom
• Non-response ≈ no classroom use
( 课堂使用的监控 )
Teacher Utilization of Positively Aging Teaching Materials in Classroom
1.9%3.2%
1.2%1.9%
8.8%
25.9%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
2000-1 2001-2 2002-3
School Year
% T
each
ers
Usin
g M
ater
ials
Control Schools
Intervention Schools
Teachers Utilization of the Positively Aging® Materials in
Classroom 2000-2003
Classroom Utilization Statistics
• Class Room Utilization:– Interaction between year and schools
• β = 1.32, SE = 0.39, p = 0.0008 – OR for intervention schools
• 5.9 (95% CI = 3.3, 10.6) – OR per year of study
• 2.7 (95% CI = 1.9, 3.8) • 84 of the 276 (30.4%) Positively Aging®
activities were used at least once. Most commonly used activities:– Nutrition (141 reported uses)– Intergenerational activities (22 reported uses)– Constructing family trees (12 reported uses).
(课堂使用的数字统计)
Conclusions
• In school support by study staff working with school teachers was necessary to disseminate and increase utilization of the Positively Aging® teaching materials.
• Having the materials available on a website alone and providing summer training was insufficient
• Utilization of the teaching materials remained low, in spite of the in-school efforts
( 总结 )
Dissemination: Web Site Use 2001-Present
Web Hits in 2001 - 2004
0
5000
10000
15000
20000
25000
30000
Months
Hit
s
Login Survey RemovedStudy Section Period
( 传播;网站的使用 )
Barriers to Utilization
• Teacher and Administrative Turnover:
• Student Mobility: 15-20%/year
Total: 371
Total: 366
Total: 374
64 (17.5%) 56 (15.0%)
302 (81.4%) 318 (86.9%)
69 (18.6%) 48 (13.1%)
2000-1 2001-2 2002-3
School Year
( 使用的障碍因素 )
Create
EvaluateDisseminate
( 项目创立 评估 传播与推广 )
2003-2008Create, Evaluate, Disseminate
• NHLBI - 1 R25 HL075777 – Minority K-12 Initiative for Teachers and Students– “Minority Opportunities in Research Education
(MORE)”
• NCRR/NIA – 1 R25 RR018549 - Science Education Partnership Award– “Positively Aging®: Optimizing Mobility
Across Life” – Phase I and II Application
Other Resources from Science Education Partnership Award
• More than 200 programs funded since 1991
• Programs from Research Institutes, Universities, Museums
• Target K-12 teachers, K-12 students, undergraduates, parents of students, communities, families
SEPA Website
URL: www.ncrrsepa.org
American Education System
( 美国教育体制 )
American Education System
• No national school system
• States have authority to create and administer public schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 美国教育体制 )
Education Policyand Administration
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
FederalGovernment
StateGovernment
LocalSchool Districts
( 教育方针和行政机关 )
Role of Federal Government
• U.S. Congress– Passes laws which affect education
• U.S. Department of Education– Implements laws which
affect education
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 联邦政府的角色 )
Federal Government Responsibilities
• U.S. Department of Education Responsibilities– Implement laws/policies affecting education– Enforce laws prohibiting discrimination to
ensure equal access to education for all – Administer distribution of federal funds– Identify major education issues and focus
national attention on issues
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 联邦政府的职责 )
Role of State Governments
• State Legislature and State Board of Education– Responsible for education policy
and budget
• State Department of Education– An executive agency which reports
to legislature and board
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 州政府的角色 )
State Government Responsibilities
• Develop curriculum guidelines and educational standards
• Define requirements for high school graduation
• Administer statewide achievement tests
• Report student performance to U.S. Department of Education
• Distribute funding to school districts• Train and certify teachers
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 州政府的职责 )
Role of Local Governments
• Local School Districts– Operate schools– Implement curriculum– Provide in-service training– Determine budgets
• Local School Boards– Hire the district Superintendent
who oversees district
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 地方政府的角色 )
School District Responsibilities
• Determine budget/allocate money
• Hire teachers and other staff
• Implement curriculum
• Administer teacher training
• Coordinate student transportation
• Construct/maintain school buildings
• Purchase equipment and suppliesEducation in the United States: A Brief Overview, 2004, U.S. Department of Education
( 学区的职责 )
Financing of Education
• $750 billion spent per year nationwide on education at all levels - 61% for a free elementary and secondary education
– Borrow textbooks– School bus transportation– Breakfast/Lunch programs– Special educational services
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
(教育经费)
Source of Fundingfor Elementary and
Secondary Education
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
2%Private7%
Federal
41%Local
50%State
(小学和中学的基金来源)
System at a Glance
• 53 million students
• 3.4 million teachers
• 93,000 schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
In Elementary and secondary school
(美国教育系统的粗略统计数字)
Organization and StructureEarly Education to High School
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Secondary EducationAges 10-18
Grades 6th – 12th Middle School/Junior High/High School
Elementary EducationAges 5-10
Grades 1st – 5th
Early EducationAges 3-5
Nursery School, Day Care,Pre-Kindergarten, Kindergarten
HighSchool
Diploma
(编制和结构 幼儿园教育至高中教育 )
Organization and StructurePostsecondary Education – Ages 18+
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
Community College (2 years)and Vocational Schools
AssociateDegree/
Certificate
University UndergraduatePrograms (4 years)
University GraduatePrograms (2-4 years)
University GraduatePrograms (4-6 years)
Bachelor’sDegree
Master’sDegree
Ph.D.Degree
(编制和结构 高中以上教育( 18 岁以上))
Compulsory School Attendance Ages
• Age 16 in 30 states
• Age 17 in 9 states
• Age 18 in 11 states plus D.C
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
(义务接受教育的年龄)
Secondary School
• About 7 hours in school day• 5-6 subject classes in school day• Teachers instructing specialized
subjects– Science (Earth Science, Life Science,
Physics, Chemistry) – Language Arts - English & Reading – Mathematics– Social Studies – History– Other (Art, Drama, Music, Physical Ed Education)
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
(中学)
U.S. PublicSchool Teachers
• 44 years (median age)• 74% female – 26% male• Education Level
– 44% Bachelor’s degree – 55% Master’s degree– 1.7% Ph.D. degree
• 49 hours - average time per week spent on teaching duties
• 180 days - average number of teaching days per year
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 美国公共学校的老师 )
School Choices
• Public Schools (majority of U.S. students attend public schools)
- Magnet Schools
- Charter Schools
- Voucher Programs
• Private Schools
- 24% of all U.S. schools are private
- 10% of all U.S. students attend private school
- 12% of all U.S. teachers teach in private schools
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 学校的选择 )
Equal Opportunity
• 96% students with disabilities in regular schools
• Half of all students with disabilities spend 80% or more in regular classroom
(机会平等)
Educational Levelsof U.S. Adults
• 98% of U.S. adults have completed elementary schooling
• 84% of U.S. adults have completed high school
• 26% of U.S. adults have completed four years of college
Education in the United States: A Brief Overview, 2004, U.S. Department of Education
( 美国成人教育程度 )
Additional Resources
• U.S Department of Education: www.ed.gov/index.jhtml
• National Center for Education Statistics: http://nces.ed.gov
• Turning Pointshttp://www.turningpts.org/work.htm
• No Child Left Behind http://www.ed.gov/nclb/landing.jhtml
(附加信息)
Curriculum Development
(教程编写)
Collaborative Curriculum Development
Positively Aging®/M.O.R.E. Curriculum
Secondary Teachers UTHSCSA Researchers
( 完成教程的协作关系 )
Faculty-Teacher Collaboration
• Creating inspiring, supportive links between UTHSCA researchers and teachers provides the catalyst for innovative lesson development
( 教员和老师的合作 )
How Our Curriculum Development Begins
• Teachers attend a 6-week summer program at UTHSCA
• Summer program teacher activities:– attend lectures by UTHSCA faculty– conduct literature reviews – discuss lessons with each other
• Teachers work closely with UTHSCSA faculty to develop lessons
( 如何开始教程编写 )
Teachers and UTHSCA Faculty( 老师和教员 )
Teachers and UTHSCA Faculty( 老师和教员 )
Curriculum Development
• Curriculum based on National and State Standards
• Lessons reviewed by HSC faculty and tested in classrooms
• Lessons modified based as needed
• Process repeated over time
( 教程编写 )
UTHSCSA K-12 Curriculum Development Model
Brainstorm Content and Interdisciplinary Connections
Connect Scientific Research and Educational Standards
Research/Collaborate with Faculty/Community Partners
Lesson Drafts
Iterative Process
Pilot Curriculum
Disseminate Materials
( 课程发展的过程模式 )
Curriculum is Interdisciplinary
Aging and health topics explored in several disciplines (science, math, reading, English, history, home economics, physical education)
Students experience topics in multiple dimensions
( 教程是跨学科的 )
Positively Aging® Unit 3: It’s All in Your Mind
( 单元 3 :所有的存于脑中的 )
Positively Aging® Unit 7 Nutrition & Health
Physical Education:Discuss how proper
nutrition affects overall health
Art:Create Personal Food Pyramids
Science: Research how
nutrients help the body
Social Studies:Discuss nutrition
and the media
English:Compare/Contrast
teen perceived/actual overweight
Reading:Build vocabulary
with nutrition oriented words
Focus: Nutrition Health
Math:Calculate percent calories from fat from food labels
Home Economics:Prepare nutritional
meals
( 单元 7 :营养和健康 )
Inquiry-Based Curriculum
Students given opportunities to make decisions, solve problems, and use scientific inquiry skills.
( 以调查为基础的教程 )
Curriculum Content
• Curriculum development is guided by:
– national and state standards
– national educational reform efforts such as:• Turning Points
http://www.turningpts.org/work.htm
• No Child Left Behind http://www.ed.gov/nclb/landing.jhtml
– literature reviews and seminars by UTHSCA faculty provide ideas for lessons
– professional judgment of experienced teachers who make lessons age-appropriate lessons
( 教程的内容 )
Turning Points
• Developmental stage of young adolescence has been referred to as the "turning point" between childhood and adulthood (Carnegie, 1989)
• Understanding characteristics of adolescents - a foundation for learning and teaching in the middle grades – Intellectual– Social– Physical– Moral – Emotional
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
( 转折点 )
Turning Points
• Young adolescents face considerable risks in this phase of life as they make decisions and choices that affect: – Health– Education– Who they will become
• Adolescents need accurate, inspiring information as they begin making lifestyle decisions
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
( 转折点 )
Turning Points
• Middle schools need to:– strengthen their academic core– establish caring, supportive
environments that value the young people they serve
– develop strong relationships between teachers and students (such relationships are the foundation for powerful learning)
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
( 转折点 )
Turning Points
• Young adolescents must be challenged to contribute in significant ways to society
• With a growing awareness of the world outside the family, young adolescents need to see and feel the relevance of their work and its connection to the outside world
• The work they do in school should have intellectual depth and authentic purpose
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
( 转折点 )
Turning Points
• Good middle schools harness students’ need for social contact and physical energy for learning
• Each student brings unique gifts and experiences, and a capacity for learning
• Middle school faculty must create learning environments that will allow students to flourish
Carnegie Council on Adolescent Development. (1989, June). Turning Points: Preparing American Youth for the 21st century. The Report of the Task Force on Education of Young Adolescents.
( 转折点 )
No Child Left Behind Act 2001
• Designed to improve student achievement and change culture of US schools. Law, signed by President George W. Bush, is built on FOUR common-sense pillars:
– Stronger Accountability for Results• States working to close “achievement gap” -
ensuring that all students achieve academic proficiency.
– More Freedom for States and Communities• States and school districts have unprecedented
flexibility in use of federal education dollars.http://www.ed.gov/nclb/overview/intro/4pillars.html
( 不让一个孩子掉队 )
No Child Left Behind Act 2001
– Proven Education Methods• Emphasis on determining which educational
programs and practices have been proven effective through educational and scientific research
• Federal funding is targeted to support programs and teaching methods that work to improve student learning and achievement
– More Choices for Parents• In schools that do not meet state standards for at
least 2 consecutive years, parents may transfer their children to a better-performing public school
http://www.ed.gov/nclb/overview/intro/4pillars.html
( 不让一个孩子掉队 )
Examples of Activity Development
( 发展教程的活动范例 )
From Idea to Activity
• Research article on balance and sway assessment techniques from 1880’s provided the inspiration for an activity called Could You Please Stand Still?
( 从设想到操作 )
From Idea to Activity
• Lecture on Melatonin inspired a lesson called “Lights Out: an Investigation of Nightlights”
( 从设想到操作 )
From Idea to Activity
• Mobility questions evoke idea to don a “fat apron” to experience the effect of weight distribution
( 从设想到操作 )
From Idea to Activity( 从设想到操作 )
From Idea to Activity( 从设想到操作 )
Complex Ideas Can Be Taught Successfully to Youth
• Turning Points tells us that adolescents need “intellectual depth”
• Activities should allow students to “experience” and build interest in concepts before applying technical terminology
• Activity examples:– Atherosclerosis– Bone Remodeling
( 深奥的设想可以成功地传授给青少年 )
Complex Ideas Can be Taught Successfully to Youth
Atherosclerosis Progression – Students use observational skills to identify the critical attributes of atherosclerosis progression, then sequence images into “movie maker” software.
( 深奥的设想可以成功地传授给青少年 )
Complex Ideas Can be Taught Successfully to Youth
Atherosclerosis Progression – After observing, identifying attributes, sequencing and making the movie, students will apply correct terms to the illustrations.
( 深奥的设想可以成功地传授给青少年 )
Complex Ideas Can be Taught Successfully to Youth
Bone Remodeling Wheels – Students investigate healthy bone remodeling stages using “Blaster/Claster Wheels”
( 深奥的设想可以成功地传授给青少年 )
Complex Ideas Can be Taught Successfully to Youth
Bone Remodeling Wheels – Then students observe differences in stages of unhealthy or imbalanced bone remodeling
Aging Process or Alcohol Abuse Osteoporosis, Menopause, Anorexia or Parathyroid Hormone Imbalance
( 深奥的设想可以成功地传授给青少年 )
Complex Ideas Can be Taught Successfully to Youth
( 深奥的设想可以成功地传授给青少年 )
1 A Look at Me 7 You Are What You Eat
2 A Look at Them 8 Nutrition and Aging
3 It’s All In Your Mind 9 Watch Your Mouth
4 My Older Friend 10 Diabetes and Aging
5 Our Aging World 11 Embracing Diversity
6 Vision & Hearing 12 Give Your Bones a Break
Original Positively Aging® Interdisciplinary Units
( 最初的积极成长计划的跨学科单元 )
New Positively Aging®/M.O.R.E.
Interdisciplinary Units
– Mo-Bility: Movement By the Numbers
– Zzzz World (Sleep)
– Inflamm-O-Wars (Vascular health)
– Pulmo Park (Pulmonary Health)
– Bittersweet (Diabetes)
– Corpulosity (Obesity)
– Health Careers Exploration
( 新的积极成长计划的跨学科单元 )
Unit Twelve: Give Your Bones a Break
An In-depth Look
( 单元 12 :让你的骨头好好休息一下 )
Unit 12: Give Your Bones A Break
Examine bone development and bone health across the life span through laboratory experiences and games
( 单元 12 :让你的骨头好好休息一下 )
Unit Twelve Overview
• Lesson 1: – Cultural Representation of Skeletons and Bones
• Lesson 2: – Architecture of the Skeleton
• Lesson 3: – Anatomy of Living Bone
• Lesson 4: – Bone Density
• Lesson 5: – A Look at Osteoporosis
( 单元 `12 :综述 )
Lesson 2: Architecture of Skeleton
• Activity 2A: The Skeleton
• Activity 2B: Bone Bingo
( 第二章 骨头的结构 )
Lesson 2: Architecture of Skeleton
• Activity 2C: Origin of Bone Names
• Activity 2D: Body Ratios and Proportions
( 第二章 骨头的结构 )
Lesson 2: Architecture of Skeleton
• Activity 2E: No Bones About It - Which Animal is This?
( 第二章 骨头的结构 )
Lesson 2: Architecture of Skeleton
• Activity 2F: Classifying Bones
• Activity 2G: Bone Perspectives
( 第二章 骨头的结构 )
Lesson 2: Architecture of Skeleton
• Activity 2H: The Inside Story
• Activity 2I: "The Aging Hand"
( 第二章 骨头的结构 )
Lesson 3: Anatomy of Living Bone
• Activity 3A: Gross Bone Anatomy and 3A Extension: Skeleton Preparation
• Activity 3B: Bone Coloring Sheet
( 第三章 活骨头的解剖 )
Lesson 3: Anatomy of Living Bone
• Activity 3C: Firm but Flexible - Chicken Bone Lab
( 第三章 活骨头的解剖 )
(3C: 坚硬而灵活 ------鸡骨头实验 )
Lesson 3: Anatomy of Living Bone
• Activity 3D: Blaster/Claster Wheel
• Activity 3E: Blaster/Claster Wheel - Continued
Healthy Bone Remodeling Aging Process or Alcohol Abuse Osteoporosis, Menopause, Anorexia
or Parathyroid Hormone Imbalance
( 第三章 活骨头的解剖 )
Lesson 4: Bone Density
• Activity 4A: Applying the Density Formula
• Activity 4B: Determination of Bone Density with Bone Specimens
D=m/v
( 第四章 骨密度 )
Lesson 4: Bone Density
• Activity 4C: Magnified Examination of Bone Sections
• Activity 4D: Figuring Fracture Rates
• Activity 4E: Graphing Fracture Rates
( 第四章 骨密度 )
Lesson 5: A Look at Osteoporosis
• Activity 5A: Flipbook
( 第五章 “骨质疏松症”一瞥 )
Lesson 5: A Look at Osteoporosis
• Activity 5B: Plotting Points on the "Bone Mass across a Life Span" Graph
( 第五章 “骨质疏松症”一瞥 )
Red – Choice Card #25
Falls are a primary cause of accidentalinjury and death. To “Fall Proof” yourhome, you choose to …
a. allow spills to dray, then wipe them up.b. wipe up spills immediately.c. place rugs in front of the sink to soak up spills.
Yellow – Fate Card #1
You are female.
Pay 150 Osteo-coins
Green – Choice Card #7
To aid your digestive tract in absorbingcalcium into the bloodstream, you will makesure you eat foods that are fortified with …
a. Vitamin Bb. Vitamin Dc. Vitamin K
Unit 12: “Give Your Bones a Break!”Activity 5C: Os Costs® - Banking on Healthy
Bones Game
Earn enough “osteo-coins” to bank against osteoporosis as you travel the life path making choices and accepting your
fate while being guided by the Os Master.
( 单元 12 让你的骨头好好休息一下 )
How Do We Know the Curriculum Works?
( 如何知道课程成效 )
Ongoing Validation of Curriculum Effectiveness
• Qualitative:–Attitudinal surveys/drawings–Teacher anecdotal information
• Quantitative:–Pre and Post Testing–Website utilization
( 正在进行的教程有效性的确认 )
Ongoing Validation of Curriculum Effectiveness
• Research using teacher and student attitude surveys
• D.A.S.T. drawings• Pre and Post Testing• Web utilization• Online communication• School visits
( 正在进行的教程有效性的确认 )
D.A.S.T.
PRE: Student caption: “A scientist looks like a smart person that is busy. All they do is work. They work at science laboratories. They study aliens and other chemicals to make stuff and they are very old, like 50 years old.”
( 画一个科学家 )
D.A.S.T.
POST: Student caption: “The scientist looks like a regular person and doesn’t really look like a scientist just like a normal person. He is working on an experiment. He works in a giant building with other scientists. He studies all kinds of experiments on DNA, dinosaurs, medicines, computers, machines, and other chemical projects. He is ~32 years old.”
Help the NIA Positive Drawing
( 积极的图画 )
Help the NIA Neutral Drawing
( 中性的图画 )
Help the NIA Negative Drawing
( 消极的图画 )
Question andDiscussion Time
(提问和讨论 )
Thank You!See you tomorrow
for day 2 of workshop.
“ We turn not older with years,
but newer every day.”[ 我们不是一年一年变老,而是日新月异。 ]