The modules in this course collectively create a comprehensive course to support educators teaching health education. The goal of health education is for students to gain knowledge and become proficient in skills that will help them adopt and maintain healthy lives.
These modules will equip educators to develop skills around implementing high impact teaching strategies and effective health education practices. Each of the course modules below focuses on one important aspect of health education. The modules are set up to be viewed sequentially; however, they are self-contained, meaning there is flexibility to review the modules individually at your leisure. Information on receiving a certificate for hours completion of the modules can be found in the "Course Contact Hours Certificate of Completion" module. Modules have been created by Colorado health educators with support from the Colorado Education Initiative, and funding from the Colorado Health Foundation. If you have questions or feedback regarding the course or modules feel free to contact email@example.com.
Best Practices in Health Education
- Best Practices in Health Education
In this module you will have an opportunity to explore best practices in health education.
- Identify they key characteristics of effective health education curriculum.
- Determine "not so effective practices" commonly seen in health education.
- Identify characteristics that can be used to inform your health education courses of curriculum.
In this series of activities you will explore the Characteristics of Effective Health Education Curriculum through short activities that examine examples of these characteristics and in some cases, identify not so effective practices that you should avoid.
The purpose of this guidance document is to outline the
essential components that provide the structure for an
effective health education program, as well as evidence supporting why health education is a key
element of a well-rounded education for all students. This document organizes the national
recommendations for health education and best practices from the field into four essential
components of health education and their recommended policies and practices; however, not all
programs will be able to feasibly implement every policy and practice.
This Health Education Program Checklist is designed to help school administrators, principals, teachers of health education, and parents review their school health education program to ensure it addresses what SHAPE America has identified as the “essential components” of health education. (SHAPE America, 2019).
This document was published by SHAPE America, the primary purpose of this document is to provide guidance for key stakeholders in school-based health
education, including but not limited to health educators, physical educators, school nurses, principals,
teacher evaluators, community members and higher education faculty. The document articulates best
practices in school-based health education in order to support the implementation of effective health
education as a critical component of any school system. A secondary purpose of this document is to
provide a tool that can be used to enhance communication among stakeholders involved in school-based
health education. Greater alignment among individuals and groups involved with health education will
lead to more support for and more effective implementation of health education in schools.
The purpose of this document is to highlight possible approaches for districts and BOCES to consider when constructing their approach to evaluating Comprehensive Health Education teachers. CDE will be collecting on-going feedback to improve this guidance.
1. Which document(s) would be best to advocate to a principal for establishing or sustaining a quality comprehensive health education program?
2. Which document(s) would help support the individual teacher to establish a professional development plan?
3. What are two key areas of improvement that you might consider in the coming year from the SHAPE Appropriate Practices in Health Education document?
4. Which of the Characteristics of Health Education have changed or adapted since you were a K-12 student? Meaning, how do these characteristics support health education in a way that wasn't what you might have received?