Positively Aging ® Program The University of Texas Health Science Center at San Antonio Michael J. Lichtenstein, Principal Investigator Carolyn Marshall,

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

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 )

http://www.nih.gov/

http://www.nidr.nih.gov/

http://www.nhlbi.nih.gov/

http://www.nia.nih.gov/

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


( 美国教育体制 )


• 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


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


( 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


( 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


( 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


( 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


( 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


（教育经费）

Source of Fundingfor Elementary and

Secondary 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


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


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+


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


（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)


（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


( 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


( 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


( 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）

http://www.ed.gov/index.jhtml

http://nces.ed.gov/

http://www.turningpts.org/work.htm

http://www.ed.gov/nclb/landing.jhtml


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


• 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


( 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)


( 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


( 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


( 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 )

http://www.ed.gov/nclb/overview/intro/4pillars.html

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


( 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 )


• Lecture on Melatonin inspired a lesson called “Lights Out: an Investigation of Nightlights”



• Mobility questions evoke idea to don a “fat apron” to experience the effect of weight distribution


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.



Atherosclerosis Progression – After observing, identifying attributes, sequencing and making the movie, students will apply correct terms to the illustrations.



Bone Remodeling Wheels – Students investigate healthy bone remodeling stages using “Blaster/Claster Wheels”



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




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 )


• Activity 2C: Origin of Bone Names

• Activity 2D: Body Ratios and Proportions



• Activity 2E: No Bones About It - Which Animal is This?



• Activity 2F: Classifying Bones

• Activity 2G: Bone Perspectives



• Activity 2H: The Inside Story

• Activity 2I: "The Aging Hand"


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 )


• Activity 3C: Firm but Flexible - Chicken Bone Lab


(3C: 坚硬而灵活 ------鸡骨头实验 )


• 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


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 )


• Qualitative:–Attitudinal surveys/drawings–Teacher anecdotal information

• Quantitative:–Pre and Post Testing–Website utilization



• Research using teacher and student attitude surveys

• D.A.S.T. drawings• Pre and Post Testing• Web utilization• Online communication• School visits


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。 ]

Documents

Positively Aging ® Program The University of Texas Health Science Center at San Antonio Michael J. Lichtenstein, Principal Investigator Carolyn Marshall,