HEALTH EDUCATION

February 12, 2013

AFFIRMATION

How does our own wellness impact our instructional choices?

WELLNESS BREAK

Meet your own wellness needs

MAKING CONNECTIONS

How can you apply the learning you did before the break to the outcome you chose to focus on today?

ENGAGING IN THE QFT

RULES FOR PRODUCING QUESTIONS Ask as many questions as you can. Do not stop to discuss, judge or answer

the questions. Write down every question exactly as it

is stated. Change any statement into a question.

What might be difficult about following these rules?

PROCESS Divide into two groups Identify a scribe, who will record your

groups’ questions. Be sure the scribe has a chance to offer

questions as well. Write the Q Focus at the top of your

sheet. Follow the rules. Number your questions.

Q FOCUS:

Good information doesn’t always mean good decisions.

IMPROVING OUR QUESTIONS

Closed-ended questions – Questions that can be answered with a “yes”, “no”, or one word.

Open-ended questions – Questions that require an explanation and cannot be answered with a “yes”, “no”, or one word.

Mark your closed-ended questions with a “C” and your open-ended questions with an “O.”

What are the advantages and disadvantages of each type of question?

See if you can change open questions to closed and closed to open.

PRIORITIZING

As a group, identify your three most important questions, based on the Q Focus and the purpose of the day.

SHARE

Share some examples of questions you changed, your three most important questions and your rationale for choosing those questions.

REFLECTIONS How did this process activate your thinking?

How could these questions be used today?

What did you learn from doing this?

How could this be used with students? What is the value of formulating your own questions?

CHALK TALK This activity is intended to be completely

silent You will work in pairs You can add your thinking regarding the

word AND regarding the thinking of others about the word – you are connecting ideas, elaborating on your own or others’ ideas, commenting, asking for more

Feel free to use words, phrases, images or questions to document your thinking

We will rotate every 3 minutes and then debrief

LUNCH BREAK 12:00 – 12:45

CHALK TALK DEBRIEF

How did our thinking develop?

STUDENT ENGAGEMENT How does gender impact the way we approach sensitive concepts?

How does the current reality for some of our students impact the way we approach sensitive concepts?

MAKING CONNECTIONS

How can you apply the learning you did before the break to the outcome you chose to focus on today?

BODY BREAK

PARTNERSHIPS

ASSESSMENT

Review of old examples Power of observation and documentation

Purpose of assessment

TIME TO MESS AROUND

ParkingLot

MEDICINE WHEEL REFLECTION How did we fulfill the physical quadrant? How did we fulfill the mental quadrant? How did we fulfill the emotional

quadrant? How did we fulfill the spiritual quadrant?

How can you facilitate this for students?