HOSA in the ClassroomHOSA in the Classroom

Why HOSA in the Classroom?Why HOSA in the Classroom?

HOSA is an integral part of the Health HOSA is an integral part of the Health Occupations Education program and Occupations Education program and provides an enhancement to the provides an enhancement to the objectives taught in the classroom.objectives taught in the classroom.

The value of HOSA competitive events The value of HOSA competitive events program is program is two-foldtwo-fold..

FirstFirst

Teachers can use the program as a Teachers can use the program as a motivational and recognition tool by motivational and recognition tool by encouraging students to participate in encouraging students to participate in local, district, state and national CE. local, district, state and national CE.

The opportunity to compete against other The opportunity to compete against other students from rival school and states can students from rival school and states can be motivating for many students.be motivating for many students.

In order to be successful in CE, most In order to be successful in CE, most students must spend hours upon hours students must spend hours upon hours outside the classroom – studying, outside the classroom – studying, practicing and learning. practicing and learning.

This extra work translates into future This extra work translates into future academic and career success!academic and career success!

SecondSecondTeachers can also use the competitive Teachers can also use the competitive events program tools to enhance events program tools to enhance classroom instruction. classroom instruction.

Why does HOSA Sponsor Why does HOSA Sponsor a National Competitive Events a National Competitive Events

Program?Program?HOSA’s origins are in the curriculum -HOSA’s origins are in the curriculum -When HOSA was created as an integral part of the When HOSA was created as an integral part of the curriculum, it was designed to support and reinforce curriculum, it was designed to support and reinforce classroom learning outcomes – not the other way classroom learning outcomes – not the other way around.around.

HOSA’s purpose is learning - What HOSA does is HOSA’s purpose is learning - What HOSA does is motivate students to learn. HOSA conferences, events, motivate students to learn. HOSA conferences, events, and partnerships all motivate Health Science and partnerships all motivate Health Science Technology Education students to do more than would Technology Education students to do more than would be reasonable within the classroom walls.be reasonable within the classroom walls.

HOSA's learning value reaches program content and HOSA's learning value reaches program content and beyond.beyond.

HOSA members learn HOE goals and competencies, HOSA members learn HOE goals and competencies, and they learn them well. They also learn about and they learn them well. They also learn about leadership, responsibility, teamwork, communication, leadership, responsibility, teamwork, communication,

and other “real world” skills.and other “real world” skills.

Competitive Events as a Competitive Events as a powerful instructional tool.powerful instructional tool.

When you focus on the purpose of the When you focus on the purpose of the competitive events program, you focus on competitive events program, you focus on achieving HOE goals. The goals are achieving HOE goals. The goals are achieved through the achieved through the processprocess – not the – not the reward! reward!

What are the REAL goals? What are the REAL goals?

Learning Learning

Fun (relationships) Fun (relationships)

Self-respect and personal satisfaction Self-respect and personal satisfaction

These goals are achieved when students These goals are achieved when students take part in the competitive events take part in the competitive events program. They are not dependent on program. They are not dependent on “winning” but rather on “winning” but rather on participatingparticipating in in the process. the process.

The recognition and awards are The recognition and awards are NOT the goal - they are the NOT the goal - they are the reward we use to motivate reward we use to motivate students to achieve the goals.students to achieve the goals.    

Guiding Thoughts about Guiding Thoughts about Competitive EventsCompetitive Events

The priority is to offer the best learning The priority is to offer the best learning experience possible through Health experience possible through Health Occupations Education. HOSA is a part of Occupations Education. HOSA is a part of that process. that process.       The value of competitive events happens The value of competitive events happens before the competition. It is the learning before the competition. It is the learning that takes place in the days, weeks and that takes place in the days, weeks and months BEFORE the competition. months BEFORE the competition.      

The competitive events program is The competitive events program is designed to be comprehensive, designed to be comprehensive, challenging, and efficient, with minimal challenging, and efficient, with minimal duplication of effort. duplication of effort.      

The competitive events program is not just The competitive events program is not just a bunch of events – it’s a comprehensive a bunch of events – it’s a comprehensive PROGRAM. PROGRAM.

• Participation in the HOSA National Participation in the HOSA National Competitive Events program can reinforce Competitive Events program can reinforce classroom learning. classroom learning.

• Quite often we see an improvement in Quite often we see an improvement in classroom performance in students who classroom performance in students who participate in competitive events. participate in competitive events.

• This happens when learning becomes a This happens when learning becomes a “choice” for students, instead of something “choice” for students, instead of something that is “forced” upon them. that is “forced” upon them.

The learning outcomes of involvement in CE The learning outcomes of involvement in CE

can be summarized as follows:can be summarized as follows:

Health Science EventsHealth Science Events

(Terminology, Math, Spelling and (Terminology, Math, Spelling and Knowledge Tests) Knowledge Tests)

Reinforce and remind students of Reinforce and remind students of fundamental concepts of Health fundamental concepts of Health Occupations Education. These events Occupations Education. These events should serve as a review for students who should serve as a review for students who plan to continue their education, as the plan to continue their education, as the terminology of medicine is central to all terminology of medicine is central to all health professions. health professions.

Health Professions EventsHealth Professions Events (Skill events) (Skill events)

Help individualize skill instruction based on Help individualize skill instruction based on the student’s career goal. They provide the the student’s career goal. They provide the outline for individualized units of outline for individualized units of instruction in a comprehensive HOE class, instruction in a comprehensive HOE class, or support actual classroom goals for or support actual classroom goals for career-specific courses. career-specific courses.

Specifically, students who plan to pursue Specifically, students who plan to pursue any health career could learn the any health career could learn the knowledge and skills associated with the knowledge and skills associated with the event as their individualized instructional event as their individualized instructional plan for a unit on career development.plan for a unit on career development.

Emergency Preparedness EventsEmergency Preparedness Events

(CPR, EMT, CERT, Emergency (CPR, EMT, CERT, Emergency Preparedness, Epidemiology, MRC Preparedness, Epidemiology, MRC Partnership) Partnership)

Help build teamwork skills while Help build teamwork skills while strengthening individual strengthening individual

and team skill instructionand team skill instruction

for emergency situations.for emergency situations.

Leadership Events Leadership Events

(Health Poster, Speaking, Writing, Job (Health Poster, Speaking, Writing, Job Seeking, Medical Photography) Seeking, Medical Photography)

Strengthen the leadership and basic Strengthen the leadership and basic communication skills of future healthcare communication skills of future healthcare professionals using many forms of professionals using many forms of communication.communication.

Teamwork EventsTeamwork Events (help build teamwork) (help build teamwork)

(Community Awareness, Medical Reading, (Community Awareness, Medical Reading,

Health Education, Public Service Health Education, Public Service Announcement) Announcement)

Skills while strengthening Skills while strengthening

understand of the medical communityunderstand of the medical community

(HOSA Bowl, Biomedical Debate) (HOSA Bowl, Biomedical Debate)

Medical knowledge Medical knowledge

(Career Health Display, Forensic Medicine) (Career Health Display, Forensic Medicine) Careers Careers

(Parliamentary Procedure and Creative (Parliamentary Procedure and Creative Problem Solving) Problem Solving)

Critical thinking.Critical thinking.

RecognitionRecognition EventsEvents

(National Service Project, Barbara James) (National Service Project, Barbara James) and recognition (National Recognition and recognition (National Recognition Program, Outstanding HOSA Chapter, Program, Outstanding HOSA Chapter, Chapter Newsletter, HOSA Week) Chapter Newsletter, HOSA Week)

Provide an opportunity for community Provide an opportunity for community service, an opportunity to apply academic service, an opportunity to apply academic learning to real human needs and to make learning to real human needs and to make

the knowledge gained usable in the knowledge gained usable in one's thinking beyond the one's thinking beyond the

situation situation in which the learning in which the learning occurred.occurred.

Participating in the HOSA National Participating in the HOSA National Competitive Events program gives the Competitive Events program gives the HOE student a golden opportunity to HOE student a golden opportunity to network with health care professionals network with health care professionals beyond the classroom and clinical beyond the classroom and clinical experience. The added learning experience. The added learning supports the student’s ability to make supports the student’s ability to make informed personal career decisions, informed personal career decisions, and to become a and to become a contributing contributing

member of tmember of the health care he health care

community.community.

Using HOSA in the ClassroomUsing HOSA in the Classroom

Examples of how teachers use HOSA in Examples of how teachers use HOSA in the classroom are numerous Examples the classroom are numerous Examples are to follow and others can be found on are to follow and others can be found on the National HOSA website, the National HOSA website, www.hosa.org.atwww.hosa.org.at

The point is, HOSA competitive events The point is, HOSA competitive events program is first and foremost about health program is first and foremost about health science learning and preparing the student science learning and preparing the student for a health career.for a health career.

Health Science EventsHealth Science EventsTesting – Medical TerminologyTesting – Medical Terminology

Print or show the guidelines and explain the test plan.Print or show the guidelines and explain the test plan.

Using the unit terminology list have the students write Using the unit terminology list have the students write definitions for the words.definitions for the words.

Next, have the students write at least 20 multiple choice Next, have the students write at least 20 multiple choice items to measure the terminology content. items to measure the terminology content.

Then have them develop a test plan based on their Then have them develop a test plan based on their questions. (This uses math to find percentages.)questions. (This uses math to find percentages.)

Take up the assignment and then give the tests to the Take up the assignment and then give the tests to the students the next day to complete for a daily grade. students the next day to complete for a daily grade. (Make sure you do not give a student their own test.)(Make sure you do not give a student their own test.)

For the Medical and Dental Spelling tests, simply write the definition and then four response choices.

For example: The largest bone in the body is the:

A. Feemer.

B. Femur.

C. Feemur.

D. Femer.

Use the guidelines to guide you through the Use the guidelines to guide you through the Medical Spelling event using the terminology Medical Spelling event using the terminology lists provided with each unit of study. lists provided with each unit of study.

Health Professions EventsHealth Professions EventsSkill EventsSkill Events

If you have a student who wants to be a If you have a student who wants to be a veterinarian, give the student a copy of the veterinarian, give the student a copy of the Veterinary Assisting guidelines and have Veterinary Assisting guidelines and have the student volunteer at an animal clinic, the student volunteer at an animal clinic, so they can learn the skills and prepare for so they can learn the skills and prepare for competition. At the same time the student competition. At the same time the student figures out if he/she really wants to be a figures out if he/she really wants to be a veterinarian and prepares to succeed veterinarian and prepares to succeed in pursuing a veterinary career.in pursuing a veterinary career.

SkillsSkills

Different states, facilities, organizations Different states, facilities, organizations and authors may differ on specific skill and authors may differ on specific skill requirements and procedures or steps.requirements and procedures or steps.The HOSA National program is sensitive The HOSA National program is sensitive to differences in skill procedures. to differences in skill procedures. We believe the students have the right to We believe the students have the right to know the standards to which they will be know the standards to which they will be held accountable. – Rating Sheetsheld accountable. – Rating Sheets

HOSA does not believe that one specific text HOSA does not believe that one specific text resource is better than another but we do resource is better than another but we do believe that it helps students to know the believe that it helps students to know the source of steps in a specific procedure, which source of steps in a specific procedure, which is why a resource is selected and published is why a resource is selected and published in event guidelines.in event guidelines.

The skill events also have a test prior to the The skill events also have a test prior to the skill round. There are many reasons for skill round. There are many reasons for including a Round One test, including:including a Round One test, including:

Tests mirror the industry.Tests mirror the industry. Most health Most health professions use testing to qualify a professions use testing to qualify a candidate for certification or licensure. candidate for certification or licensure. HOSA strives to model professional HOSA strives to model professional standards by requiring that students standards by requiring that students demonstrate an understanding demonstrate an understanding

of the skills in addition to being of the skills in addition to being

able to perform the skills.able to perform the skills.

Testing raises the bar.Testing raises the bar. HOSA believes that HOSA believes that students who must take a test in order to qualify for students who must take a test in order to qualify for Round Two will work harder and study more than Round Two will work harder and study more than students who do not have a test. For that reason, students who do not have a test. For that reason, testing raises the learning value of the event. testing raises the learning value of the event.       There is a There is a correlation between test correlation between test scores and skill scoresscores and skill scores. For years, . For years, HOSA gathered evidence by comparing HOSA gathered evidence by comparing skill scores to test scores. We found that, skill scores to test scores. We found that, consistently, students who are highly skilled are consistently, students who are highly skilled are also knowledgeable. Students who performed very also knowledgeable. Students who performed very poorly on skills also performed poorly on the tests. poorly on skills also performed poorly on the tests.

HOSA uses a 70% rule in national HOSA uses a 70% rule in national competitive events skills and encourages competitive events skills and encourages chapter advisors to use the same standard chapter advisors to use the same standard (or higher) in classroom skill instruction.(or higher) in classroom skill instruction.

The 70% rule means that competitors The 70% rule means that competitors must score at least 70% of the total must score at least 70% of the total possible score for a skill (or combined possible score for a skill (or combined skills) in order to be recognized in skills) in order to be recognized in National Competition. For example, National Competition. For example, let’s assume a student in Veterinary let’s assume a student in Veterinary Assisting. Assisting.

Skill - VASkill - VA Points Possible 70% Points Possible 70% Apply/Remove Restraint MuzzleApply/Remove Restraint Muzzle 32 32 22 22

Canine CPRCanine CPR 36 36 25 25

Total Total 68 68 4747

In order for a student to earn finalist honors or In order for a student to earn finalist honors or a medal in this event, he or she must score a a medal in this event, he or she must score a 47 or higher on the skills.47 or higher on the skills.

The test score does NOT count in the 70% rule, The test score does NOT count in the 70% rule, but is used to break a tie. but is used to break a tie.

Skill Chart Skill Chart

EventEvent SkillsSkills HS IIHS II NFNF

HHAHHA Emptying a Urinary Emptying a Urinary Drainage BagDrainage Bag

XX

NANA Make an Make an Unoccupied BedUnoccupied Bed

XX

PCPC Measure and record Measure and record Vital Signs (TPR) Vital Signs (TPR)

XX XX

CPRCPR Adult Team CPRAdult Team CPR XX XX

Practicing SkillsPracticing Skills Select a HOSA skill checklist from the event guidelines Select a HOSA skill checklist from the event guidelines as a skill rubric for instruction in classroom skills. as a skill rubric for instruction in classroom skills.      

Have students practice the skill using the selected skill Have students practice the skill using the selected skill checklist. checklist.      

Allow fellow students to serve as the judges in rating the Allow fellow students to serve as the judges in rating the student on the skill (2-3 judges per skill). It is often a student on the skill (2-3 judges per skill). It is often a good learning experience to allow students the chance to good learning experience to allow students the chance to see how it feels to “judge.” see how it feels to “judge.”

Note: Some skill sheets may differ Note: Some skill sheets may differ than the ones in the curriculum. than the ones in the curriculum. Unless you are certifying NAUnless you are certifying NAstudents the HOSA ones shouldstudents the HOSA ones shouldmeet the curriculum objectives.meet the curriculum objectives.     

Debrief the activity: Debrief the activity:

How many students earned “perfect” skill scores? How did How many students earned “perfect” skill scores? How did that feel? that feel?      

For those who didn’t earn “perfect” For those who didn’t earn “perfect” scores, why didn’t they? What would it scores, why didn’t they? What would it take to get a perfect score? take to get a perfect score?      

Did all the judges who judged a skill end up with the same Did all the judges who judged a skill end up with the same rating? Can you explain why? Or why not? rating? Can you explain why? Or why not?      

Did the student performing the skill think he/she earned a Did the student performing the skill think he/she earned a better score than actually achieved? What does that tell better score than actually achieved? What does that tell us? us?      

Have students read “Your Ticket to Orlando .” Do they Have students read “Your Ticket to Orlando .” Do they agree with the article? Why or why not? agree with the article? Why or why not? www.hosa.org/emag/articles/news_october03_pg5.pdfwww.hosa.org/emag/articles/news_october03_pg5.pdf

Clinical Specialty Clinical Specialty

In this assignment you will be using the In this assignment you will be using the Clinical SpecialtyClinical Specialty event guidelines as a career exploration project. event guidelines as a career exploration project.       Give students a copy of the Clinical Specialty guidelines Give students a copy of the Clinical Specialty guidelines and a copy of the article “Clinical Specialty” from the and a copy of the article “Clinical Specialty” from the HOSA e-Magazine, October 2003. Great basic HOSA e-Magazine, October 2003. Great basic information but the event has been updated so please information but the event has been updated so please refer to the guidelines for accurate info. refer to the guidelines for accurate info.       Instruct students to follow the rules outlined in the Instruct students to follow the rules outlined in the guidelines, with the exception of the career choice. For this guidelines, with the exception of the career choice. For this assignment, students should either choose the health assignment, students should either choose the health career they plan to pursue, or a career they wish to know career they plan to pursue, or a career they wish to know more about. more about.      

Note: If students wish to use this project for future HOSA Note: If students wish to use this project for future HOSA competition, they would need to assure that the career competition, they would need to assure that the career choice does fall within the guidelines. choice does fall within the guidelines.       Provide class time for independent research Provide class time for independent research on this project. Provide direction and on this project. Provide direction and encouragement. encouragement.       Depending on the time available and classroom Depending on the time available and classroom circumstances, the teacher may wish to eliminate the circumstances, the teacher may wish to eliminate the skill portion of the assignment. skill portion of the assignment.       Bring in community health professionals to “judge” the Bring in community health professionals to “judge” the final product. Involving parents and school administrators final product. Involving parents and school administrators can also provide positive publicity for your program. can also provide positive publicity for your program. Don’t hesitate to invite your local newspapers. They like Don’t hesitate to invite your local newspapers. They like to write about innovative learning activities in schools. to write about innovative learning activities in schools.

Leadership EventsLeadership EventsLeadership events are designed to promote Leadership events are designed to promote leadership and learning in HOE students. This leadership and learning in HOE students. This category offers a series of events and rubrics category offers a series of events and rubrics that are readily integrated into any unit of that are readily integrated into any unit of instruction in all HOE courses. instruction in all HOE courses.

The HOSA events in this category reinforce The HOSA events in this category reinforce cognitive, creative and real-world skills. As cognitive, creative and real-world skills. As classroom tools, these events can be used to classroom tools, these events can be used to reinforce the content in all HOE courses and reinforce the content in all HOE courses and serve to reinforce basic skills. serve to reinforce basic skills.

Extemporaneous Health PosterExtemporaneous Health Poster

This event should become a “regular” in your classroom This event should become a “regular” in your classroom because it develops a student’s thinking skills and because it develops a student’s thinking skills and creativity – and provides a lasting instructional tool creativity – and provides a lasting instructional tool (posters!). (posters!).

In the classroom, use the concept and In the classroom, use the concept and rating sheet (rubric). rating sheet (rubric).      

Try to assign each student or group a Try to assign each student or group a different topic. For example, when teaching the different topic. For example, when teaching the Endocrine system, assign each group a different disease Endocrine system, assign each group a different disease or disorder. or disorder.

Use complex topics. Assigning the “function” of the Use complex topics. Assigning the “function” of the digestive system requires more thought than simply digestive system requires more thought than simply assigning the anatomy of the digestive system. assigning the anatomy of the digestive system.

This makes an excellent homework assignment. This makes an excellent homework assignment. Depending on the availability of resources, the Depending on the availability of resources, the teacher may assign the topic as homework so teacher may assign the topic as homework so students can research the topic. In the classroom students can research the topic. In the classroom explain they are to put their information onto explain they are to put their information onto poster board provided by the teacher. poster board provided by the teacher.

One teacher assigned each student a “health One teacher assigned each student a “health hero” about 2 weeks before starting that unit. The hero” about 2 weeks before starting that unit. The assignment was to create a poster about the assignment was to create a poster about the person assigned. When it was time to begin the person assigned. When it was time to begin the unit on historical perspectives in health care, the unit on historical perspectives in health care, the walls of the room were filled with posters that told walls of the room were filled with posters that told of each individual’s accomplishments of each individual’s accomplishments If you want specific information on the posters be If you want specific information on the posters be sure to give the students guidelines for the info but sure to give the students guidelines for the info but let them be free in their delivery.let them be free in their delivery.

Have the students share their posters and Have the students share their posters and aide the teacher in teaching the material.aide the teacher in teaching the material.

Be sure to display student posters. If the Be sure to display student posters. If the topic is a public health issue, display the topic is a public health issue, display the posters around campus. posters around campus.    

When using this process, you When using this process, you may notice some students do may notice some students do exceptionally well with this exceptionally well with this type of assignment. type of assignment.

Job Seeking SkillsJob Seeking Skills This event is an excellent tool for reinforcing a This event is an excellent tool for reinforcing a unit of instruction on finding and securing a job. unit of instruction on finding and securing a job. In this instance, implementing every step of the In this instance, implementing every step of the event exactly as written in the guidelines is a event exactly as written in the guidelines is a good idea. good idea.

Use judges and choose them wisely. School or Use judges and choose them wisely. School or central office administrators make good judges. central office administrators make good judges. Invite a health care personnel director. Invite a health care personnel director. Remember that whomever you choose, the Remember that whomever you choose, the judge will come away with a better judge will come away with a better understanding of the Health Occupations understanding of the Health Occupations Education program and the quality of Education program and the quality of your students. your students.

Another option is to use parts of the Another option is to use parts of the process in a role play situation. If you are process in a role play situation. If you are teaching about historical figures in health teaching about historical figures in health care, have students create a resume for care, have students create a resume for an assigned historical figure. If you are an assigned historical figure. If you are teaching a career unit, have students act teaching a career unit, have students act out an interview between an employer and out an interview between an employer and someone pursuing a specific assigned someone pursuing a specific assigned career. Let students take on the roles of career. Let students take on the roles of interviewer and interviewee. interviewer and interviewee.

Integrate Job Seeking Skills into classroom Integrate Job Seeking Skills into classroom instruction. instruction.       This event works well as the culmination health This event works well as the culmination health careers unit.careers unit.      Be sure to let students know the process you will Be sure to let students know the process you will be using. Give students the rating sheet or tell be using. Give students the rating sheet or tell them where to find the rating sheet on HOSA’s them where to find the rating sheet on HOSA’s website. website.

Remember, is a student plans to compete in this Remember, is a student plans to compete in this event, his/her job must be real and attainable for event, his/her job must be real and attainable for them in the present time, i.e. nursing assisting, them in the present time, i.e. nursing assisting, pharmacy tech, EMT, etc.pharmacy tech, EMT, etc.

SpeakingSpeaking EventsEvents

Speaking events are an excellent tool for Speaking events are an excellent tool for developing student learning and developing student learning and leadership skills. These events can easily leadership skills. These events can easily be adjusted to meet the desired learning be adjusted to meet the desired learning outcomes in the classroom. outcomes in the classroom.

When speeches are to be given in class, When speeches are to be given in class, often the time is adjusted down in often the time is adjusted down in order to take up less class time and order to take up less class time and assure that all students have a assure that all students have a chance to give their speech. chance to give their speech.

The first time you assign classroom The first time you assign classroom speeches, allow students to give the speeches, allow students to give the speeches in pairs or small groups. It is speeches in pairs or small groups. It is sometimes easier to give a speech when sometimes easier to give a speech when the parts are shared by another the parts are shared by another classmate. classmate.      

You can allow students to use the HOSA You can allow students to use the HOSA event rating sheet to evaluate the event rating sheet to evaluate the speeches of their peers.speeches of their peers.

Integrate either Extemporaneous Integrate either Extemporaneous Speaking, Prepared Speaking, or Speaking, Prepared Speaking, or Researched Persuasive Speaking into Researched Persuasive Speaking into classroom instruction. classroom instruction.      

Determine what event and process you Determine what event and process you will use and for what content. Be sure to will use and for what content. Be sure to develop a process that makes good use of develop a process that makes good use of class time and requires students to class time and requires students to THINK! THINK!      

Write out the process you will use. Give Write out the process you will use. Give students a copy of the process and rating students a copy of the process and rating sheet. sheet.      

Extemporaneous SpeakingExtemporaneous SpeakingExtemporaneous speaking can provide a fun Extemporaneous speaking can provide a fun method of reviewing for a midterm or final method of reviewing for a midterm or final exam.exam.Explain the event and what will be done at Explain the event and what will be done at least 2 days ahead of time.least 2 days ahead of time.Demonstrate the event. Demonstrate the event. It is often an interesting experience to have a It is often an interesting experience to have a teacher give a speech while students rate the teacher give a speech while students rate the speech using the HOSA event rating sheet. speech using the HOSA event rating sheet. What we find is that the scores will range What we find is that the scores will range from a high of 100 to a low of about 60. This from a high of 100 to a low of about 60. This is because of the subjective nature of is because of the subjective nature of evaluating speaking skills. evaluating speaking skills.

Prepare topic(s) ahead of time and place in an Prepare topic(s) ahead of time and place in an envelope.envelope.The students draw an envelope but they do not The students draw an envelope but they do not open it as yet. open it as yet. Make the topic fun, creative, and related to the Make the topic fun, creative, and related to the areas for review. areas for review. Examples: “The Most Important Function of Examples: “The Most Important Function of the Integumentary System” or “How Does the Integumentary System” or “How Does the Circulatory and Lymphatic Systems the Circulatory and Lymphatic Systems Work Together?” or “A Health Professional Work Together?” or “A Health Professional Should As If ………”.Should As If ………”.

Have the students rate each other using Have the students rate each other using the HOSA rating sheets found in the the HOSA rating sheets found in the guidelines.guidelines.

     

You can reduce the preparation time. You can reduce the preparation time. While one student is preparing students While one student is preparing students can rate the student who just spoke. can rate the student who just spoke.      

Another option would be to have students Another option would be to have students write down important points after each write down important points after each speech – both based on what they heard speech – both based on what they heard and what they know themselves. The and what they know themselves. The teacher can clarify those points. teacher can clarify those points. Remember, this is a review! Remember, this is a review!

Prepared SpeakingPrepared SpeakingExplain the event at least a couple of days Explain the event at least a couple of days prior to the assignment. This is good for prior to the assignment. This is good for an intro to a unit.an intro to a unit.

For example, rather than assign organs in For example, rather than assign organs in the digestive system and have students the digestive system and have students talk about the facts. talk about the facts.

Another example: “Why it’s so bad if Another example: “Why it’s so bad if

you lose your liver.” or “Why you lose your liver.” or “Why

Credential Health Care Professions?” it Credential Health Care Professions?” it depends on the unit and how it is used.depends on the unit and how it is used.

Researched Persuasive SpeakingResearched Persuasive Speaking This event combines research, writing and speaking. As This event combines research, writing and speaking. As a classroom assignment it is often done as a major a classroom assignment it is often done as a major classroom project. classroom project.

This event differs from other speaking events in that it This event differs from other speaking events in that it asks students to defend a point of view. As a classroom asks students to defend a point of view. As a classroom assignment, the teacher should assign a topic based on assignment, the teacher should assign a topic based on course content, and allow students to support an opinion course content, and allow students to support an opinion on either side of the topic. on either side of the topic.

Researched persuasive speaking involves Researched persuasive speaking involves current health-related issues. Students are current health-related issues. Students are often required to do Internet research. The often required to do Internet research. The HOE teacher should help students understand HOE teacher should help students understand the following guidelines. the following guidelines.

Internet Research GuidelinesInternet Research Guidelines

Internet resources must be evaluated for Internet resources must be evaluated for accuracyaccuracy.    .   

Identify and develop your topicIdentify and develop your topic.    .    Use more than one search engineUse more than one search engine. A few . A few common search engines are: common search engines are:      

– Yahoo – www.yahoo.com Yahoo – www.yahoo.com – Google – www.google.com Google – www.google.com – Bing – www.bing.comBing – www.bing.com– Ask – www.ask.comAsk – www.ask.com– Open Directory – www.dmoz.comOpen Directory – www.dmoz.com

Search engines provide a number of features Search engines provide a number of features to help with a search, so be sure to read any to help with a search, so be sure to read any of the help menu or advanced search options of the help menu or advanced search options information. information. This event can be used in conjunction with an This event can be used in conjunction with an English class paper or project.English class paper or project.Choose a current event topics that go with Choose a current event topics that go with your units of study. your units of study. Remember you will need to assign the topics Remember you will need to assign the topics 2-4 weeks prior to the start of the unit. 2-4 weeks prior to the start of the unit. Example: “To tube My Child’s Ears or Not to Example: “To tube My Child’s Ears or Not to Tube My child’s Ears”Tube My child’s Ears”

Extemporaneous WritingExtemporaneous Writing

This event lends itself to all types of classroom This event lends itself to all types of classroom content while reinforcing an important basic skill. content while reinforcing an important basic skill. As a homework assignment, classroom activity As a homework assignment, classroom activity or assessment, Extemporaneous Writing should or assessment, Extemporaneous Writing should be frequently used in the HOE classroom. be frequently used in the HOE classroom.

Be sure students have a copy of the rating sheet Be sure students have a copy of the rating sheet (rubric) before starting this or any assignment (rubric) before starting this or any assignment that uses HOSA competitive events. Students that uses HOSA competitive events. Students need to know the standards by which they will need to know the standards by which they will be evaluated. be evaluated.

ExampleExample

Ask your students who are learning about Ask your students who are learning about legal and ethical responsibilities to write an legal and ethical responsibilities to write an essay on the value of ethics in the health essay on the value of ethics in the health professions and grade the essay using the professions and grade the essay using the Extemporaneous Writing rating sheet. Extemporaneous Writing rating sheet. (Educators call them rubrics.)(Educators call them rubrics.)

Ask the students to write on “The Value of Ask the students to write on “The Value of Knowing Body Directions, Planes and Knowing Body Directions, Planes and cavities. cavities.

There are many websites available to help There are many websites available to help students improve writing skills. Here are just a students improve writing skills. Here are just a few: few: Writing Tips Essay Builder from Writing DEN Writing Tips Essay Builder from Writing DEN http://www2.actden.com/writ_den/tips/essay/http://www2.actden.com/writ_den/tips/essay/      Guide to Writing a Basic Essay Guide to Writing a Basic Essay http://lklivingston.trpod.com/essay/http://lklivingston.trpod.com/essay/    Paradigm Online Writing Assistant Paradigm Online Writing Assistant http://www.powa.org/http://www.powa.org/

Top 10 Essay Writing Tips Top 10 Essay Writing Tips http://www.studentnow.com/features/essayswritihttp://www.studentnow.com/features/essayswritingtips.htmlngtips.html

Integrate Extemporaneous Writing into classroom Integrate Extemporaneous Writing into classroom instruction. instruction. Give students a copy of the EW rating sheet and an Give students a copy of the EW rating sheet and an essay topic. essay topic. Have students write their paper within the given time and Have students write their paper within the given time and rate it according to the rating sheets. Then consider this rate it according to the rating sheets. Then consider this the first draft, schedule a day in the Internet lab and give the first draft, schedule a day in the Internet lab and give students time to review Internet resources that provide students time to review Internet resources that provide instruction on writing an essay, and let them revise their instruction on writing an essay, and let them revise their essays using what they learned doing their Internet essays using what they learned doing their Internet research. You might want them to review the research. You might want them to review the information also prior to writing the final paper.   information also prior to writing the final paper.   Note to teacher: Students typically write LOTS of papers Note to teacher: Students typically write LOTS of papers in college. You can help them to create a in college. You can help them to create a tremendously good essay by teaching them tremendously good essay by teaching them how to write and rewrite a good essay.how to write and rewrite a good essay.

Teamwork EventsTeamwork Events

Parliamentary Procedure:Parliamentary Procedure:

Here is what students gain from participation Here is what students gain from participation in this event: in this event:

Basic knowledge of parliamentary Basic knowledge of parliamentary procedure they will use in church, clubs procedure they will use in church, clubs and business meetings for the rest of their and business meetings for the rest of their lives. lives.      

A real “team” experience. A real “team” experience.      

Practice in thinking, speaking and Practice in thinking, speaking and debating.debating.      Participation in a democratic process that: Participation in a democratic process that:       – Enables a group to transact business with Enables a group to transact business with

speed and efficiency. speed and efficiency.      

– Protects the rights of each individual. Protects the rights of each individual.      

– Preserves a spirit of harmony withinPreserves a spirit of harmony withinthe group. the group.

Parliamentary ProcedureParliamentary Procedure

Divide the class into two or three teams of five - eight Divide the class into two or three teams of five - eight students per team. students per team.       Follow the process for “Parliamentary Procedure: Three Follow the process for “Parliamentary Procedure: Three Days in the Classroom.” Days in the Classroom.”       Teach parliamentary procedure using the Parliamentary Teach parliamentary procedure using the Parliamentary Procedure PowerPoint and the Parliamentary Procedure Procedure PowerPoint and the Parliamentary Procedure Information handouts. Information handouts.       Give students a day to practice in class. Give students a day to practice in class.       Facilitate team demonstrations of a simulated HOSA Facilitate team demonstrations of a simulated HOSA chapter meeting using parliamentary procedure. chapter meeting using parliamentary procedure.

Career Health Display (CHD) Career Health Display (CHD)

The Career Health Display rubric (rating sheet) The Career Health Display rubric (rating sheet) can be adapted to evaluate a display that can be adapted to evaluate a display that illustrates a number of different topics. This makes illustrates a number of different topics. This makes the Career Health Display an excellent classroom the Career Health Display an excellent classroom tool. tool. Have the students choose a partner and draw a Have the students choose a partner and draw a name of a health profession. (Prepare cards name of a health profession. (Prepare cards ahead of time.) Give the students a ahead of time.) Give the students a copy of the CHD guidelines and ask copy of the CHD guidelines and ask them to create a display. Students can exchange them to create a display. Students can exchange professions but all must be professions but all must be done.done.     

The displays are shared with the class. The displays are shared with the class. Bring in local health professionals to judge Bring in local health professionals to judge according to the rating sheets.according to the rating sheets.

Have the students share the displays Have the students share the displays within the school or during a career day.within the school or during a career day.

Another option: Present students with Another option: Present students with topic options. The topic can be a health topic options. The topic can be a health career (as required in the guidelines) or career (as required in the guidelines) or any number of topics. Virtually anything any number of topics. Virtually anything that is taught in the classroom can be that is taught in the classroom can be demonstrated using the CHD rating sheet. demonstrated using the CHD rating sheet.

Possible examples include: Possible examples include:       Diseases and Disorders Diseases and Disorders Body Systems Body Systems Historical Figures in Health Care Historical Figures in Health Care Health Facilities Health Facilities Technology in Health Care Technology in Health Care       Have students create a display on an assigned Have students create a display on an assigned topic, either independently or in pairs. Grade the topic, either independently or in pairs. Grade the display using the adapted rating sheet. If display using the adapted rating sheet. If possible, exhibit the best displays in the media possible, exhibit the best displays in the media center or during a school open house. center or during a school open house.

HOSA BowlHOSA BowlHave students write four - five fill-in-the-blank Have students write four - five fill-in-the-blank questions from the unit being studied. Write questions from the unit being studied. Write each question on a different index card. The each question on a different index card. The questions should be short answer with the questions should be short answer with the answer coming at the end of the question. answer coming at the end of the question.      

Use the HOSA Bowl format and buzzer system Use the HOSA Bowl format and buzzer system as a fun method of reviewing for an as a fun method of reviewing for an

exam, using the student-created exam, using the student-created

questions. If you do not have aquestions. If you do not have a

buzzer system you can use a bell.buzzer system you can use a bell.

Biomedical DebateBiomedical Debate

This event makes an outstanding classroom This event makes an outstanding classroom assignment using the existing guidelines and assignment using the existing guidelines and rating sheets. rating sheets.       First, decide if both the preliminary and debate First, decide if both the preliminary and debate rounds are going to be used, or just the debate rounds are going to be used, or just the debate round. round.       Divide students into teams of three – Divide students into teams of three – four members per team. four members per team.      

Determine the topic(s) to be debated. At least Determine the topic(s) to be debated. At least two teams must have the same topic in order to two teams must have the same topic in order to debate each other. (Confidentiality – Everyone’s debate each other. (Confidentiality – Everyone’s Right? Or “Heart Transplants – No Restriction”)Right? Or “Heart Transplants – No Restriction”)      Usually, teachers assign the topic one - two Usually, teachers assign the topic one - two weeks before the presentation to provide plenty weeks before the presentation to provide plenty of time to research the topic. A day in the school of time to research the topic. A day in the school computer lab is helpful in completing Internet computer lab is helpful in completing Internet research. At least one day in the classroom for research. At least one day in the classroom for practice is also recommended. practice is also recommended.       Invite professionals from the health care Invite professionals from the health care community to judge classroom presentations.community to judge classroom presentations.

Medical ReadingMedical Reading

Instructors use this event to promote reading Instructors use this event to promote reading skills in students. skills in students.       At the beginning of the year, select one or two books At the beginning of the year, select one or two books from the Medical Reading list. from the Medical Reading list.     Divide students into teams of three members per team. Divide students into teams of three members per team.       Assign the books for out-of-class reading. A semester is Assign the books for out-of-class reading. A semester is usually a good amount of time for the assignment. usually a good amount of time for the assignment.     Have each student write two - three questions per book Have each student write two - three questions per book on an index card. The questions should be short answer, on an index card. The questions should be short answer, with the answer provided on the same side of the card. with the answer provided on the same side of the card.      

Write a 25 item multiple choice test for the books and Write a 25 item multiple choice test for the books and administer the test. administer the test.       Allow the top three scoring teams to compete in the Allow the top three scoring teams to compete in the question-answer round using the questions written by question-answer round using the questions written by students. students.       Select judges from the top three scoring students (using Select judges from the top three scoring students (using the multiple choice test) whose team did not make it to the multiple choice test) whose team did not make it to the final round. the final round.       Present awards to the winning team. Present awards to the winning team.       Debrief the activity. How does the content in the book(s) Debrief the activity. How does the content in the book(s) relate to what was learned in the classroom this year? relate to what was learned in the classroom this year?      

Creative Problem SolvingCreative Problem SolvingWrite a secret problem that relates to the course unit Write a secret problem that relates to the course unit being studied. being studied.       Divide the class into teams of three - four members per Divide the class into teams of three - four members per team. team.       Give teams 15 minutes to consider the secret problem to Give teams 15 minutes to consider the secret problem to be solved. be solved.       Allow teams to present their solution to the class. Allow teams to present their solution to the class.       Use the HOSA Creative Problem Solving rating sheet to Use the HOSA Creative Problem Solving rating sheet to evaluate each team’s presentation. evaluate each team’s presentation.

Example: “Medical Decisions” (Appendix 1H15.03A) Example: “Medical Decisions” (Appendix 1H15.03A) Look on the NC HOSA website, www.nchosa.orgLook on the NC HOSA website, www.nchosa.org

Community AwarenessCommunity Awareness

In class have the students develop a In class have the students develop a questionnaire that would help to identify people questionnaire that would help to identify people who might be prone to diabetes mellitus.who might be prone to diabetes mellitus.

Your HOSA chapter could get the questionnaire Your HOSA chapter could get the questionnaire published in the school newspaper. Along with published in the school newspaper. Along with the questionnaire, publish a list of lifestyle the questionnaire, publish a list of lifestyle changes that might help prevent or delay the changes that might help prevent or delay the onset of diabetes.onset of diabetes.

Tie this into a fund raising activity for the Tie this into a fund raising activity for the National HOSA Service Project – Juvenile National HOSA Service Project – Juvenile Diabetes Research Foundation.Diabetes Research Foundation.

National Recognition ProgramNational Recognition Program

This event should be required of EVERY This event should be required of EVERY Health Occupations Education student.Health Occupations Education student.

The “big picture” purpose of Health The “big picture” purpose of Health Occupations Education is to prepare Occupations Education is to prepare tomorrow’s health care professionals, and tomorrow’s health care professionals, and no event helps students more toward no event helps students more toward achieving that goal than the National achieving that goal than the National Recognition Program.Recognition Program.

Through the National Recognition Through the National Recognition Program (NRP) students create a portfolio. Program (NRP) students create a portfolio. The completed portfolio provides evidence The completed portfolio provides evidence of a student’s accomplishments in of a student’s accomplishments in preparation for a health career. Successful preparation for a health career. Successful completion of the portfolio will satisfy completion of the portfolio will satisfy portfolio components of the Certificate of portfolio components of the Certificate of Achievement for National Health Care Achievement for National Health Care (Foundation) Skills Standards. (For more (Foundation) Skills Standards. (For more information: www.nchste.com.) information: www.nchste.com.)

In addition, students are encouraged to use the In addition, students are encouraged to use the portfolio as evidence of pre-professional growth portfolio as evidence of pre-professional growth and accomplishments when participating in and accomplishments when participating in interviews for scholarships, college admission, interviews for scholarships, college admission, and jobs. and jobs.

The student must satisfy ten criteria for the The student must satisfy ten criteria for the portfolio. The event rating sheet lists the criteria portfolio. The event rating sheet lists the criteria and a description. The HOSA website at and a description. The HOSA website at http://www.hosa.org/emag/articles/leadership_mhttp://www.hosa.org/emag/articles/leadership_may03_pg1.pdf contains sample pages for each ay03_pg1.pdf contains sample pages for each criteria to give the novice an idea of what the criteria to give the novice an idea of what the portfolio should look like.portfolio should look like.

Here are some tips for implementing the National Here are some tips for implementing the National Recognition Program in the classroom.Recognition Program in the classroom.

Give students as much time as possible to complete the Give students as much time as possible to complete the portfolio.portfolio.      Some instructors prefer to use this as a “senior project” Some instructors prefer to use this as a “senior project” type of assignment. type of assignment.       Invite community leaders or advisory committee Invite community leaders or advisory committee members to judge the portfolios. members to judge the portfolios.       If the portfolio is not done as part of HOSA competition, If the portfolio is not done as part of HOSA competition, then the student can put more individual expression in then the student can put more individual expression in the format of the portfolio. the format of the portfolio.       On the other hand, this is a great classroom assignment On the other hand, this is a great classroom assignment that can also provide positive recognition for students that can also provide positive recognition for students through state and national HOSA conferences. through state and national HOSA conferences.

If the event is to be used for HOSA, but sure to If the event is to be used for HOSA, but sure to follow the guidelines EXACTLY as written. follow the guidelines EXACTLY as written.

The portfolio is not rated on a scale with many The portfolio is not rated on a scale with many different levels of achievement as with many different levels of achievement as with many rubrics, but instead, is rated on a two-point rubrics, but instead, is rated on a two-point scale. Each criteria is rated as:scale. Each criteria is rated as:

Yes, the standard was met as described in the Yes, the standard was met as described in the description column, or No, it was not. description column, or No, it was not.      

When the portfolio is part of classroom When the portfolio is part of classroom instruction, students are often given a second instruction, students are often given a second chance to fix a section until it reaches the chance to fix a section until it reaches the standard set by the instructor.standard set by the instructor.

See:See:

““Tips for Success” National Recognition Tips for Success” National Recognition Program Program http://www.hosa.org/emag/articles/leadershttp://www.hosa.org/emag/articles/leadership_march03_pg2.pdfhip_march03_pg2.pdf

See:See:

VIII. Instructional Techniques – See:VIII. Instructional Techniques – See:

http://www.hosa.org/natorg/hoeguide/http://www.hosa.org/natorg/hoeguide/itech.htmlitech.html

From: “A Guide For Integrating HOSA Into From: “A Guide For Integrating HOSA Into The HOE Classroom”The HOE Classroom”

Save Time and Have FunSave Time and Have Fun

Use the HOSA Competitive Events Use the HOSA Competitive Events Guidelines to save time, make things Guidelines to save time, make things easier and prepare students for easier and prepare students for competitive events.competitive events.

Have fun in the classroom. Let the Have fun in the classroom. Let the students do the work.students do the work.

Thank YouThank You

Please call me 919 807-3900 OR e-mail Please call me 919 807-3900 OR e-mail me fcress@dpi.state.nc.us for any me fcress@dpi.state.nc.us for any questions:questions:

HOSA Web Sites:HOSA Web Sites:– National HOSA: www.hosa.orgNational HOSA: www.hosa.org– NC HOSA: www.nchosa.orgNC HOSA: www.nchosa.org

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