stroke module presentation by elisa l. palmer & darci j. harland july 26, 2006

Stroke Module

Presentation byElisa L. Palmer

& Darci J. Harland

July 26, 2006

Stroke Storyline• Classroom Scene

– Purpose: introduce background on heart attack & stroke

• Ambulance Scene– Purpose: learn stroke symptoms and early interventions

• Hospital Scene– Purpose: learn about diagnosis and treatments

• Lab Scene– Purpose: learn how research leads to pharmaceutical products & to learn

research techniques

• Rehabilitation Scene– Purpose: learn about physical therapy applications for stroke victims

• Assessment: a project/activity that requires students not only to show what they’ve learned but also apply it to their own health!

Suggested Changes to Classroom Scene

• Change Mr. Anoxia to be not so stereotypical looking and behaving.

• Not old, white haired male that looks like Einstein.

• Possibly a minority individual?

• Not a lecturer, but engaging students in conversation that makes them think.

From this…

To one of us…??

Introduction to Stroke Lab: Classroom Setting

• The outside of Normal High School.

• Add a feature that allows student to type in their name so that the name can be used throughout the program.

• Question: Is the time it takes to design the graphics for this slide good use of time?

Scene A: Outside of a school building

Inside the Classroom (Scene B)

• Board behind Mr. Anoxia is a white screen (not blackboard)

• Change opening to be a discussion, not a lecture.

• A window at bottom of the screen holds text and navigation buttons.

• Mr. Anoxia, your favorite teacher speaks…

“I’m sure you know of oxygen’s importance to our lives—but really what does it do? And what happens if parts of our bodies don’t get oxygen? Today we are going to figure out the effects of oxygen—and the lack of it—on a person’s health. Are you ready?”

Discussion will have 2 types of Questions

• Open-ended Questions: purpose to get students to think and share ideas, with no answer being wrong.– How to handle in module: 1) have cyber students raise hands

and have call-out bubbles to share their responses. 2) have actual students do journal/writing assignments before module is started, or stop at certain points to journal.

• Forced Answer Questions: purpose of multiple choice, true/false, or matching ?’s is to have students learn as they try and solve problems (not for assessment).– Important: all responses (correct and incorrect) must have

content feedback. If answer is correct, several sentences explain why. If answer is incorrect, a few sentences help guide student in his/her understanding, student must chose another answer.

Two Possible Ways to do Forced Answer ?’s

1) Have students use virtual hand-held “wireless” clickers that tally answers from the entire class.

2) Have virtual students give their answers in call-out bubbles. Participant clicks on the idea they most agree with.

A. B. C.

D.

Top of Student’s head

Student’s arm

Pro’s & Con’s for forced answer methods

Class responses Pro’s

• Simulates f2f discussion

• Adds a competitive component

Hand-helds Pro’s• Can give “pseudo” class responses–

lead into more discussion ?’s• Visually and academically involves

participants• Could be incorporated throughout

the module.

Hand-helds Con’s

• Too much like a traditional assessment (quiz)

• New graphic to design

Class responses Con’s

Participants might root for a cyber student, not right answer

Cyber students would need names—gets complicated

Only works for classroom scenes

Class Discussion (Still scene B)

• Mr. Anoxia “What are some personal experiences that you have had that made you aware of your need for air (oxygen)?”

Give participant instructions “Mouse over each student to read each response to Mr. Anoxia’s question.”

Sample Responses: Student A: “I went swimming in the ocean last summer and an undertow pulled me underwater for a long time. I held my breath as long as I could, and just when I thought I couldn’t hold it any longer I finally got to the surface and gasped in air! It was really scary!”

Student B: “When I’m done running the mile for P.E. I’m breathing really fast and deep. It’s like I can’t catch my breath.”

Other answers: asthma, choked on food, hyperventilating, football-wind knocked out of him.

• Format for instructor using animations

• Zoom in on white screen to show animation

• But instructor’s face still in corner

• His words should be in call-out bubble

Scene C: Zoomed to white screen in front of classroom

Let’s use the example you gave of breathing during exercise. Why do you think we have to breath faster when we exercise?

•When Mr. A asks a forced answer question, answer possibilities could be either in a pull down menu with A-D answers, or could appear right on their “clicker.” For example….next slide.

Really? Tell

me more.

Really? Tell me more.

Huh?

Let’s use the example you gave of breathing

during exercise.

Why do you think we have to breathe faster

when we exercise?

A. Heart pumps faster to get blood to cells B. Muscles are working harder C. Lungs must speed up to bring in more air D. All of the above

Possible Answers

Use your wireless clicker to choose the answer you

most agree with.

Instructions

That’s right. All of the answers are correct.The lungs & heart (cardiovascular system)deliver oxygen to working muscles in order to produce ATP (adenosine triphosphate).

When we exercise, our body needs to speed up the process to allow the delivery of oxygen to equal what the individual cells need.

Question Feedback

Virtual Notebook

Virtual Notebook

Organizing Content for Module

Stroke Module: Scene _______ Letter ___

Scene description & transition from last scene

Cartoon Call-out text

Animation graphic w/ explanation

Content Interaction (forced answer, open-ended, click & drag-matching)

Possible responses to question/problem

Feedback response for correct answer (to go into participant’s virtual notebook)

Feedback response for incorrect answers

Additional Resources (links to other mind modules)

•Once participants arrive at the correct answer to an interactive activity, detailed feedback is given.

•This correct feedback should then be saved to their “virtual notebook.”

•Participants should have access to their notebook in the toolbar in the lower right-hand corner at all times throughout the module.

•Only questions they have completed correctly are saved to the notebook. (Should be organized.)

•Would be nice if the button could actually have the participant’s name (from when they logged on). “Darci’s Notebook”

Virtual Notebook

Technology Note: This info needs to be saved in such a way that the next time a participant logs on, he/she can pick up where he/she left off and still have access to past questions.

Ambulance Ride Component

Hospital Component

Ideas for Symptoms Slide

• Option #1

• Students are directed to click on what symptoms they believe to be associated with stroke.

• They either get a “yes” with an explanation or a “no” with the disease that that symptom is associated with.

• Option #2

• Students click and move symptoms to a list in their virtual notebook.

• They submit the list for correctness.

• The list comes back to them with feedback.

• They try until they get the list completed.

What are the Symptoms of a Stroke?

Pain in chest or left arm

Muscle rigidity Shortness of breath

Sudden, severe headache

Heavy sweating Sudden dimness or loss of vision

Loss of speech or difficulty

understanding speech

Forgetfulness

Unexplained dizziness or sudden falls

Sudden dimness or loss of vision

Tremors in extremities or face

Sudden weakness or numbness of the face or extremities on one side of the

body

Questions about Symptoms Section

• Within what context will this be presented?– Medical classroom?– Hospital/emergency room?

• How do we make this into a decision-making/problem-solving section and still get the content across?

• Based on reading the patient’s chart and interpreting data? Ex. Blood pressure, right side paralysis, etc.

Ideas for Risk Factors Slide

• Similar to symptoms slide

• Can have students assemble list in their virtual notebook

• Essential to have the “why’s” connected to the risk factors

• Perhaps in hospital component related to victim’s family asking questions?

What are the Risk Factors for a Stroke?

Blood Pressure Migraines Aneurysms Age

Fitness Smoking Diabetes Drugs

Genetics

High Cholesterol

Heart Conditions Diet

Ideas for “who’s at risk?” slide

• Student clicks on the individual that he/she thinks is most at risk and is given feedback.

• Could also redo this as “what’s their risk?” so students look at all subjects.

Who’s Most at Risk for a Stroke?

Lab Component

Where to put …

• Lab component?– Based on philosophy of relationship between

symptoms, risk factors, & hospital.

• Rehabilitation component?– Is this necessary?

Assessments

• Students could complete just one assessment or could do a tic-tac-toe approach (structure so they do one from each module).

• Need to include rubrics with the assessments.

• Need to be in scenario format• Quiz or test for teacher’s use if wanted?

Stroke Awareness and PreventionStroke Awareness and Prevention Pamphlet

Personal Stroke Prevention Plan for

Subject A

Stroke Awareness and Prevention Book for

Children


Subject B

Self Stroke Prevention Plan


Subject C

Stroke Drug Development,

Mechanisms, and Awareness Pamphlet


Subject D

Stroke Awareness and Prevention Public

Service Advertising Campaign

•Content outline

•Objectives/outcomes

•National/State standards

•Learning Style explanation of accommodations

•Assessment options

•Student handouts to be used in conjunction with the module

•Extensions

•Journal writing topics

•Special speakers

Proposed features of the

Instructor’s Guide

HEALTH EDUCATION STANDARD 1 – Students will comprehend concepts

related to health promotion and disease prevention to enhance health.

• 6th to 8th Grade Performance Indicators

• 1.8.1. analyze the relationship between healthy behaviors and personal health.

• 1.8.3. analyze how the environment impacts personal health.• 1.8.4. describe how family history can impact personal health.• 1.8.6. explain how appropriate health care can promote personal

health.• 1.8.7. describe the benefits of and barriers to practicing healthy

behaviors.• 1.8.8. examine the likelihood of injury or illness if engaging in

unhealthy behaviors.• 1.8.9. examine the potential seriousness of injury or illness if engaging

in unhealthy behaviors.

HEALTH EDUCATION STANDARD 1 – Students will comprehend concepts

related to health promotion and disease prevention to enhance health.


• 1.12.1 predict how healthy behaviors can impact health status.• 1.12.3. analyze how environment and personal health are interrelated.• 1.12.4. analyze how genetics and family history can impact personal

health.• 1.12.7. compare and contrast the benefits of and barriers to practicing

a variety of healthy behaviors.• 1.12.8. analyze personal susceptibility to injury, illness or death if

engaging in unhealthy behaviors.• 1.12.9. analyze the potential severity of injury or illness if engaging in

unhealthy behaviors.

HEALTH EDUCATION STANDARD 2 – Students will analyze the influence of

family, peers, culture, media, technology and other factors on health behaviors.


• 2.8.1 examine how the family influences the health of adolescents.

• 2.8.5. analyze how messages from media influence health behaviors.

• 2.8.8. explain the influence of personal values and beliefs on individual health practices and behaviors.

HEALTH EDUCATION STANDARD 2 – Students will analyze the influence of

family, peers, culture, media, technology and other factors on health behaviors.


• 2.12.1 analyze how family influences the health of individuals.

• 2.12.5. evaluate the effect of media on personal and family health.

• 2.12.8. analyze the influence of personal values and beliefs on individual health practices and behaviors.

HEALTH EDUCATION STANDARD 3 – Students will demonstrate the ability to

access valid information and products and services to enhance health.


• 3.8.2. access valid health information from home, school, and community.

• 3.8.4. describe situations that may require professional health services.

• 3.8.5. locate valid and reliable health products and services.


access valid information and products and services to enhance health.


• 3.12.2. utilize resources from home, school and community that provide valid health information.

• 3.12.4. determine when professional health services may be required.

• 3.12.5. access valid and reliable health products and services.


use interpersonal communication skills to enhance health and avoid or reduce health risks.


• 4.8.1. apply effective verbal and nonverbal communication skills to enhance health.

• 4.8.4. demonstrate how to ask for assistance to enhance the health of self and others.


use interpersonal communication skills to enhance health and avoid or reduce health risks.


• 4.12.1. utilize skills for communicating effectively with family, peers, and others to enhance health.

• 4.12.4. demonstrate how to ask for and offer assistance to enhance the health of self and others.


use decision-making skills to enhance health.


• 5.8.1. identify circumstances that can help or hinder healthy decision making.

• 5.8.2. determine when health-related situations require the application of a thoughtful decision

• making process.• 5.8.4. distinguish between healthy and unhealthy alternatives to health-

related issues or • problems.• 5.8.5. predict the potential short-term impact of each alternative on self and

others.• 5.8.6. choose healthy alternatives over unhealthy alternatives when making

a decision.• 5.8.7. analyze the outcomes of a health related decision.


use decision-making skills to enhance health.


• 5.12.1. examine barriers that can hinder healthy decision making.• 5.12.2. determine the value of applying a thoughtful decision making

process in health related situations.• 5.12.4. generate alternatives to health related issues or problems.• 5.12.5. predict the potential short and long-term impact of each

alternative on self and others.• 5.12.6. defend the healthy choice when making decisions.• 5.12.7. evaluate the effectiveness of health- related decisions.

HEALTH EDUCATION STANDARD 6 – Students will demonstrate the ability touse goal-setting skills to enhance health.


• 6.8.1. assess personal health practices.

• 6.8.2. develop a goal to adopt, maintain, or improve a personal health practice.

• 6.8.3. apply strategies and skills needed to attain a personal health goal.

• 6.8.4. describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

HEALTH EDUCATION STANDARD 6 – Students will demonstrate the ability touse goal-setting skills to enhance health.


• 6.12.1. assess personal health practices and overall health status.

• 6.12.2. develop a plan to attain a personal health goal that addresses strengths, needs, and risks.

• 6.12.3. implement strategies and monitor progress in achieving a personal health goal.

• 6.12.4. formulate an effective long-term personal health plan.


practice health-enhancing behaviors and avoid or reduce health risks.


• 7.8.1. explain the importance of assuming responsibility for personal health behaviors.

• 7.8.2. demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.

• 7.8.3. demonstrate behaviors to avoid or reduce health risks to self and others.


practice health-enhancing behaviors and avoid or reduce health risks.


• 7.12.1. analyze the role of individual responsibility for enhancing health.

• 7.12.2. demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.

• 7.12.3. demonstrate a variety of behaviors to avoid or reduce health risks to self and others.


advocate for personal, family and community health.


• 8.8.1. state a health enhancing position on a topic and support it with accurate information.

• 8.8.2. demonstrate how to influence and support others to make positive health choices.

• 8.8.4. identify ways that health messages and communication techniques can be altered for different audiences.


advocate for personal, family and community health.


• 8.12.1. utilize accurate peer and societal norms to formulate a health enhancing message.

• 8.12.2. demonstrate how to influence and support others to make positive health choices.

• 8.12.4. adapt health messages and communication techniques to a specific target audience.

Science as Inquiry

• CONTENT STANDARD A:As a result of activities in grades 5-8, all students should develop

• Abilities necessary to do scientific inquiry

• Understandings about scientific inquiry

Life Science

• CONTENT STANDARD C:As a result of their activities in grades 5-8, all students should develop understanding of

• Structure and function in living systems

Science and Technology

• CONTENT STANDARD E:As a result of activities in grades 5-8, all students should develop

• Abilities of technological design • Understandings about science and technology

Science in Personal and Social Perspectives

• CONTENT STANDARD F:As a result of activities in grades 5-8, all students should develop understanding of

• Personal health

History and Nature of Science

• CONTENT STANDARD G:As a result of activities in grades 5-8, all students should develop understanding of

• Science as a human endeavor

Science As Inquiry

• CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop

• Abilities necessary to do scientific inquiry

• Understandings about scientific inquiry

Life Science

• CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of

• The cell

• Molecular basis of heredity

• Matter, energy, and organization in living systems

Science and Technology

• CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop

• Abilities of technological design

• Understandings about science and technology

Science in Personal and Social Perspectives

• CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of

• Personal and community health

• Science and technology in local, national, and global challenges

Muscle Rigidity

• Rigidity, also called increased muscle tone, means stiffness or inflexibility of the muscles. Muscles normally stretch when they move, and then relax when they are at rest. In rigidity, the muscle tone of an affected limb is always stiff and does not relax, sometimes resulting in a decreased range of motion. For example, a person who has rigidity may not be able to swing his or her arms when walking because the muscles are too tight. Rigidity can cause pain and cramping.

• Muscle rigidity can be an early symptom of Parkinson’s Disease.

• Back to Stroke Symptoms

http://www.pdf.org/AboutPD/symptoms.cfm

Sudden Dimness or Loss of Vision

• Can be a symptom of a stroke.• Loss of vision from a stroke is due to

damage to the parts of the brain that collect and interpret visual data from the eyes.

• This damage is caused by the deprivation of oxygen and nutrients due to the interruption of blood flow during a stroke.

• Back to Stroke Symptoms

stroke module presentation by elisa l. palmer & darci j. harland july 26, 2006

Documents

virtual students

actual students

engaging students

right answercyber students

forced answer questions

treatmentslab scenepurpose

stroke symptoms

stroke victimsassessment