alexsimkohealth-blog

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Text Set for Human Sexuality

Listed below are several texts that can be used in a classroom setting for a Human Sexuality unit, as well as a rationale for each text. Each web-based resource is linked. Other resources are shown with pictures. 

Although there are a variety of different texts that can be used to teach Human Sexuality, it is evident, as with all scientific texts, that some are better than others. The texts explored in within this text set are each used for specific reasons, and can often help guide a unit for teachers who may be overwhelmed with the wealth of information available. This rationale will explain the use of several different texts within the scope of a classroom setting. Links to texts are provided when possible.

Anchor Text Review

The anchor text in this text set serves the purpose of guiding teacher in planning the unit as a whole. Human Sexuality by Mary Bronson gives teachers a framework for discussing sexual education in the classroom. The first National Health Education Standard (also known as the “content standard”) states: Students will comprehend concepts related to health promotion and disease prevention to enhance health. This anchor text can help teachers satisfy that standard for their students as it gives students a basic and mechanical framework of human sexuality. Around this, teacher can plan their learning objectives and unit standards. For example, a unit objective for this course may state that students will be able to list and define the different parts of the male and female reproductive systems. This text can help a teacher plan lessons to cover that material in an order and sequence that is most helpful to students. However, this text must be recognized as a referential source for material, as some of the information regarding culture and medical information may be out of date, as well as the fact that the text may not address the wealth of diverse populations that have increased in schools in the past few years.

Although this text may not be perfect, it does cover many of the major concepts needed to teach students about human sexuality. It is an excellent resource for mechanical and basic medical information (such as the anatomy and physiology of the male and female reproductive system), which is one of the main concepts that students must understand in order to lead a life of health promotion and disease prevention. The text also does an excellent job of summarizing and defining vocabulary that is common throughout the English language, which will help bridge the gap between medical jargon and “slang” for students. The students can then use this information to make informed decisions about their own sexual activities. Additionally, the text can serve as a reference point for students and instructors alike to complete their own research, as it highlights many different aspects of human sexuality that, although they may not be as relevant in today’s society, can help narrow online searches to find the most up to date information.

Although this text provides a great framework for the content of a human sexuality unit, there is much to be desired in respects to students’ needs. While this text may serve to satisfy various learning and objective standards on the surface, it does not address cultural expectation of sex within today’s society, which can make it less credible for students. Additionally, some of the information regarding treatment information (especially in regards to HIV/AIDS) is incorrect because of the medical advancements made since the book has been published, which can make the text seem culturally insensitive and in some cases offensive to certain groups of students. In regards to many other aspects of literacy (i.e. critical thinking and professional applications), the text provides a very simple framework that can easily be addressed further and expanded upon by teachers.

Supplementary Texts

Due to the fact that the anchor text is not perfect for a current classroom environment, supplementary texts need to be used in order to address all students needs and encourage the students to use cross-disciplinary learning. Many of these texts are found online and some are traditional texts in the sense that they are language based. However, in order to address all students, there are a variety of other texts that address human sexuality in many different forms and under different contexts.

The Scarlet Teen is a blog that is an excellent resource for students to learn about aspects of sexuality that a teacher may or may not have time to cover in class. The information is current and medically accurate, and students can search for answers to questions they may be too nervous to ask in class. For example, this blog has an entire section dedicated to people who may not identify as straight and goes into detail to explain the concepts of genders (such as transgender concepts) and other sexualities (i.e. gay, bisexual, lesbian, etc.). This is a text that can help include students from a variety of cultures, belief systems, and backgrounds. It can also help expose students to a variety of discourse groups and cultural literacies by exposing them to something different from what they may already know.

Juno, a film released in 2007, is a film about a high school student who becomes pregnant. Although this film would most likely need to be shown in portions or require parental consent in order to show it in its entirety, it can help illustrate human sexuality as it relates to high school students. This can help students develop critical thinking skills by allowing them to analyze the events of the movie and how teen pregnancy is viewed in popular culture. Using this text also incorporates National Health Education Standard 2, which states that students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Let’s Talk About Sex is a YouTube video that synthesizes the new scientific information regarding the basics of human sexuality in an entertaining and accessible way. Students who use this text will not only gain a better understanding of the content, therefore, leading to a better understanding of the disciplinary literacies and academic language of health and human sexuality, but it also strips away the different narratives regarding sexual education (such as sex-shaming abstinence only education) and relies solely on scientific facts.

Culturally Responsive

The anchor text severely lacks in culturally responsive aspects. It does not address diverse populations, has out of date information regarding certain populations (such as medical information regarding homosexuality), and it generally written for a very narrow audience. Therefore, other supplemental texts should be used in order to make sure that all students are addressed in a positive and enlightening manner.

The next two texts help to satisfy National Health Education Standard 4, which states that Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Why I Stopped Watching Porn is a Ted Talk that illustrates the dangers and adverse effects of porn. Although this video would need to be edited to make it appropriate for the classroom setting, it does an excellent job of describing one person’s opinion on porn and why it should not be used. This text serves a culturally responsive role by starting the conversation about how the culture in the United States perceives sexuality. This video can also open the door to many conversations regarding the students’ culture and sexuality (i.e. how it is viewed in the community in which it is taught). For example, if this video were to be shown at Peoria High School, an urban school in central Illinois, the students may have varied responses to the speaker’s statements based on their own lives and past experiences, as some students are currently sexually active in that school.

The previous Ted Talk is meant to be used in conjunction with the blog posting “Major Benefits of Porn That No One Talks About” in order to represent a wide array of opinions, life stories, and cultural beliefs. This text almost completely contradicts the previously mentioned Ted Talk, which can serve as a great conversation starter for students. Students can use these two texts together to analyze the cultural expectations regarding sex and use those analysis skills to make healthy decisions regarding their own sexual activity. By allowing the students to engage in conversations such as these in the classroom, it better prepares them to be able to use interpersonal communication skills once they leave the class and engage with the outside world.

The last culturally responsive text that can be used during a sexual education unit can be almost any popular song currently playing on the radio. However, for this example, “Teenage Dream” by Katy Perry can be incredibly stimulating regarding different cultures beliefs regarding sex, especially during the teenage years. Although the link provided is connected to the music video, ideally the song should be examined for its lyrics instead of watching the video itself, partially because the music video may be inappropriate to show in some classrooms due to depictions of sexual content. This text should also be used to start the conversation about sex in regards to the students lives, what is portrayed in the media, and what messages they receive on a daily basis about sexual practices.

Although these texts may not inherently be culturally responsive, they are meant to start a culturally responsive conversation in order to encourage students to think critically about the messages society is sending them and how it relates to their own belief systems, religions, ethnicities, and other cultures they may experience.

Accommodations

Almost all of the texts listen need modification is some form or another. Some texts need to be edited for content (as explained previously) in order to be shown in a classroom setting, but other modifications are in relation to the anchor text. Because the anchor text simply provides a mechanical explanation regarding human sexuality, these supplemental texts are to be used to accommodate the populations of students not addressed in that text, how popular culture and society today view sexuality, and different belief systems related to sexuality. However, cultural competencies are not the only modifications needed for texts.

The goal of this text set is to provide a variety of texts to help as many students as possible access the information without the need of accommodations. For example, much of the scientific information provided in the anchor text (Lexile Score: Grade 12) is provided in spoken language in the “Let’s Talk About Sex” YouTube video. Although the information is the same, allowing the students to access the information in at least two different ways can help students who may need accommodations.  If the student should need accommodations for one reason or another, that is also equally as possible with this text set. For example, the anchor text does provide content summaries at the end of each chapter. If these do not suffice for the student, the teacher can use them as an example to create his/her own summaries of the text for a student who may need an accommodation due to an IEP or 504 plan.

Other texts that may need to be modified include the Scarlet Teen blog (Lexile Score: Grade 13, though levels range), because it is a printed language based text. Much of the text is varied in grade levels, so it is possible that students may need help interpreting some of the articles. In order to accomplish this, the teacher can print out some of the articles so students can highlight the parts they may find difficult. Additionally, students can complete close reading activities in order to learn how to comprehend the text as well as the material.

Summary

This text set not only helps to give structure to a Human Sexuality unit, but it also provides numerous resources to start a variety of culturally responsive conversations while addressing the needs of several different types of students. This creates a productive and safe environment in which students can feel safe to share opinions, ask questions, and know that they have the tools to find much of the information they need in regards to human sexuality.

[alexsimkohealth-blog]

Technology in PE

The article presented here talks about incorporating the use of iPads into PE classes. This idea is not necessarily new to me, but this article explained how much use iPads can really have in the classroom. 

During some of the clinical observations I have done in the past, the PE teachers in schools had iPads, but the student did not. The teachers used these iPads to test students, keep track of student fitness data, and to plan lessons. Although this was effective is teaching practices, I can definitely see some positive aspects regarding student use. By allowing the students to have their own iPads and technology and use it to measure their accountability, it can help foster a sense of autonomy and confidence in the students by essentially putting their education in their own hands. 

Additionally, technology in Health/PE classes is especially important because technology is so important to the field of health. Traditional textbooks simply do not suffice because they become out of date by the time they are printed because health information progresses so quickly. By using iPads and technology in a Health/PE classroom, you not only ensure that information is as up to date as possible, but it also opens doors for students to evaluate the quality of research, have a say in their own curriculum, and determine how to best use the various resources available to them. Although using the technology would require some guidance from the teacher, it can be an incredibly efficient resource. 

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Why is it important that all teachers support students in learning how to read challenging texts, and what are some strategies that you might use in your classroom, with what texts, and how do you see these strategies supporting the learning goals that you hold for your students, and how area/ can these efforts be done in a way that is culturally responsive? What questions are you left wondering as a pre-service teacher? What links can you share with people reading your Blog as resources within your Blog?

It is important for teachers to support students in reading challenging texts for multiple reasons. One main reason that students should be supported is to foster a sense of accomplishment and intrinsic motivation for the student. When a student is able to master a challenging text, they not only gain the knowledge from the text itself, but they also gain a sense of being able to do something. Although they may have had support during the reading process, at the end of the day no one read the text for them. They were able to accomplish and understand that task on their own. Another reason that support is needed from teachers is to build trust between the educator and the student. If a student is nervous about reading a difficult text, it can be helpful and encouraging to know that they can go to their teacher for help if they need it. Sometimes just knowing that a support system is there is more supportive than actually helping a student read the text. 

Within my own classroom, most of the difficult text comes from health terminology. In order to help my students with this, I plan on using the terminology a lot along with using common terminology in order to synthesize both vocabulary schemes. Although this isn’t the only strategy that can be used, it can serve as a good starting point. 

In order to foster a culturally responsive classroom, simple conversations with students will help to make sure that everyone is included. For each concept that is covered in my class, I know that there is some sort of a cultural attachment or thought related to it. By having open and honest conversations about these cultural differences with my students, not only will it help to create a safe classroom environment, it will also help educate me about the different thoughts and opinions that exist in the world. 

Although I don’t have any specific resources at the moment to help with this, my main question as a pre-service teacher is in regards to finding those resources. Outside of conversations with my students, I don’t really know how to access culturally sensitive information regarding health topics because that research simply doesn’t exist yet to the extent that it is needed. 

[alexsimkohealth-blog]

I think that technology has come a really long way in recent years regarding accessibility. Years ago, a physical person probably would have had to do all of the work that the pieces of technology you mentioned do in the blink of an eye. This is great because it allows students of all walks of life and needs to learn in a way most suited for them. A lot of the presentation a couple of days ago focused on students with seeing impairments. This is a greta thing to talk about, but I also think it’s important to talk about all of the other types of accommodations that need to be made as well, especially because I’m sure there are other technological tools much like the ones you mentioned in your post. 

Technology in the Classroom

With today’s generation, technology has become second nature and it is important as a future educator to make those accommodations in the classroom. By having technology in the classroom we are giving the students more variety and are not always lecturing. We are allowing students to explore their own when given the proper boundaries. Letting students explore topics, brings up more questions and involvement in the classroom. Students will want to learn and continue to research until they come to a conclusion and along the way they might even come across different topics that might interest them. Not only is technology useful in the way that students have more resources but it allows for students with disabilities to have the same opportunities as their peers. Once tool I enjoyed was the reader for disabled students but it also used amongst others. What this tool does is it essentially reads the text they put in the application. This accommodation allows for everyone to read at the same pace without having someone read to them. Technology has advanced to help those who are disabled and it has allowed for teachers to successfully help those students meet the objectives. Even though the reader is a successful tool, it is not that successful with mathematics. So in my case I would have to either have a person read the question or somehow find an interactive website that also allows for my student to gain the same knowledge as my other students. With how far technology has come I think more applications and other products will come out that will give even more of a variety in the classroom and allow for students to do the unimaginable. Technology has become a necessity and when used properly students enjoy going to class. As a future teacher I know that I am excited to use the application Desmos and Wolfram Alpha to show my students different and how to check their work and the steps taken. Visually being able to see the graph move on Desmos allows for my students to have a better understanding of what is being taught. I am also excited to see what technology will like later down the road and the different impacts it will have on my classroom.

[alexsimkohealth-blog]

Why is it important for teachers to make accommodations?

Why is it important for teachers to consider how they can make accommodations to text materials and technology tools in their class instruction and assessment, and what are some examples that you suggest teachers use/ or that you are excited about trying in your class instruction and assessment? What about these approaches will support your future student’s disciplinary learning?

It is important for teachers to make accommodations for all students because all students have a right to learn and everyone has a right to information. Ideally, all knowledge and information is accessible to all people, but unfortunately in this era of technology and cultural diversity some people either don’t want to make the accommodations or do not know how. However, making accommodations does not have to be difficult. The best way to make sure each students has everything they need in order to learn is to simply listen to the student and those who care about the student. 

For example, teachers can use a variety of free technology apps and devices (even simple settings in Microsoft Word) that can help make the information much more accessible to students who have their work read to them in one way or another. Additionally, students can have tests and exams read to them with extended time. Students who do not have full visual capabilities can also gather information from graphs and images by using low technology ideas such as puffy paint. 

Regarding health, I am fairly fortunate in the sense that many things can be accommodated for in one way or another simply by nature of the class. We do not use an excessive amount of special symbols that would need to be converted to another format for non-seeing students, materials can easily be translated into sign language and other accommodations can be made for those who have a hard time hearing, and it can be fairly easy to write lessons that would accommodate students with a variety of intellectual disabilities. Although health often has a hard time fitting into this very literacy based course, it appears as though accommodations is one area in which it can really shine. 

[alexsimkohealth-blog]

I’m Alex Simko

I decided to switch to teaching from nursing. Originally, I wanted to be an ER nurse (because that’s always exciting), however, after teaching a group of 6th graders for Religious Ed, I decided to make the switch to teaching. Picking Health was easy, because I’ve always found the human body interesting and the subject matter in Health Education is very similar to a lot of the subject matter in nursing. 

The purpose of education is to create functional society members. This means that we as teachers must equip our students with the ability to think critically and make decisions. The various subject areas in education help contribute to a student’s baseline of knowledge and can aid that decision making. Although critical thinking exists in every subject area, literacy and literacy based classes (such as English), require a lot of critical thinking that can be applied to all situation rather than those specific to a certain subject. Although literacy exists in all subject areas, I hope to gain better understanding of how to specifically tailor literacy activities to my content area as well as to make literacy broad enough so a student can use those skills in any situation.