Stroke Module

1
Stroke Module

• Presentation by
• Elisa L. Palmer
• Darci J. Harland
• July 26, 2006

2
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 theyve learned
  but also apply it to their own health!

3
Suggested Changes to Classroom Scene
From this

• 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.

To one of us??
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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
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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

Im sure you know of oxygens importance to our
livesbut really what does it do? And what
happens if parts of our bodies dont get oxygen?
Today we are going to figure out the effects of
oxygenand the lack of iton a persons health.
Are you ready?
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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.

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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.
D.
A.
C.
B.
Students arm
Top of Students head
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Pros Cons for forced answer methods

• Hand-helds Pros
• Can give pseudo class responses lead into more
  discussion ?s
• Visually and academically involves participants
• Could be incorporated throughout the module.

• Hand-helds Cons
• Too much like a traditional assessment (quiz)
• New graphic to design

Class responses Cons Participants might root for
a cyber student, not right answer Cyber students
would need namesgets complicated Only works for
classroom scenes

• Class responses Pros
• Simulates f2f discussion
• Adds a competitive component

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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. Anoxias
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 couldnt hold it any longer I finally
got to the surface and gasped in air! It was
really scary! Student B When Im done
running the mile for P.E. Im breathing really
fast and deep. Its like I cant catch my
breath. Other answers asthma, choked on food,
hyperventilating, football-wind knocked out of
him.
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Scene C Zoomed to white screen in front of
classroom

• Format for instructor using animations
• Zoom in on white screen to show animation
• But instructors face still in corner
• His words should be in call-out bubble

Lets 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.

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Lets use the example you gave of breathing
during exercise. Why do you think we have to
breathe faster when we exercise?
Really? Tell me more.
Huh?
Virtual Notebook
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Organizing Content for Module
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Virtual Notebook

• 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 participants name (from when they logged
  on). Darcis 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.
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Ambulance Ride Component
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Hospital Component
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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.

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What are the Symptoms of a Stroke?
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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 patients chart and
  interpreting data? Ex. Blood pressure, right side
  paralysis, etc.

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Ideas for Risk Factors Slide

• Similar to symptoms slide
• Can have students assemble list in their virtual
  notebook
• Essential to have the whys connected to the
  risk factors
• Perhaps in hospital component related to victims
  family asking questions?

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What are the Risk Factors for a Stroke?
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Ideas for whos 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 whats their risk? so
  students look at all subjects.

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Whos Most at Risk for a Stroke?
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Lab Component
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Where to put

• Lab component?
• Based on philosophy of relationship between
  symptoms, risk factors, hospital.
• Rehabilitation component?
• Is this necessary?

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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 teachers use if wanted?

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Stroke Awareness and Prevention
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Proposed features of the Instructors Guide

• 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

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HEALTH EDUCATION STANDARD 1 Students will
comprehend conceptsrelated 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.

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HEALTH EDUCATION STANDARD 1 Students will
comprehend conceptsrelated to health promotion
and disease prevention to enhance health.

• 9th to 12th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 2 Students will
analyze the influence offamily, peers, culture,
media, technology and other factors on health
behaviors.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 2 Students will
analyze the influence offamily, peers, culture,
media, technology and other factors on health
behaviors.

• 9th to 12th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 3 Students will
demonstrate the ability toaccess valid
information and products and services to enhance
health.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 3 Students will
demonstrate the ability toaccess valid
information and products and services to enhance
health.

• 9th to 12th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 4 Students will
demonstrate the ability touse interpersonal
communication skills to enhance health and avoid
or reduce health risks.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 4 Students will
demonstrate the ability touse interpersonal
communication skills to enhance health and avoid
or reduce health risks.

• 9th to 12th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 5 Students will
demonstrate the ability touse decision-making
skills to enhance health.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 5 Students will
demonstrate the ability touse decision-making
skills to enhance health.

• 9th to 12th Grade Performance Indicators
• 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.

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

• 6th to 8th Grade Performance Indicators
• 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.

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

• 9th to 12th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 7 Students will
demonstrate the ability topractice
health-enhancing behaviors and avoid or reduce
health risks.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 7 Students will
demonstrate the ability topractice
health-enhancing behaviors and avoid or reduce
health risks.

• 9th to 12th Grade Performance Indicators
• 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.

42
HEALTH EDUCATION STANDARD 8 Students will
demonstrate the ability toadvocate for personal,
family and community health.

• 6th to 8th Grade Performance Indicators
• 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.

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HEALTH EDUCATION STANDARD 8 Students will
demonstrate the ability toadvocate for personal,
family and community health.

• 9th to 12th Grade Performance Indicators
• 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.

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Science as Inquiry

• CONTENT STANDARD AAs a result of activities in
  grades 5-8, all students should develop
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

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Life Science

• CONTENT STANDARD CAs a result of their
  activities in grades 5-8, all students should
  develop understanding of
• Structure and function in living systems

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Science and Technology

• CONTENT STANDARD EAs a result of activities in
  grades 5-8, all students should develop
• Abilities of technological design
• Understandings about science and technology

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Science in Personal and Social Perspectives

• CONTENT STANDARD FAs a result of activities in
  grades 5-8, all students should develop
  understanding of
• Personal health

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History and Nature of Science

• CONTENT STANDARD GAs a result of activities in
  grades 5-8, all students should develop
  understanding of
• Science as a human endeavor

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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

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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

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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

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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

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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
  Parkinsons Disease.
• Back to Stroke Symptoms

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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