This presentation is part of the Family Life Education Teacher Capacity Program

1. Practicing Effective
Teaching Strategies for
Sexuality/HIV Education

2. Agenda
8:30 WELCOME
9:00 Effective Strategy: Communication Styles
9:30 Effective Strategy: Responding to Questions
10:00 Effective Strategy: Budgeting Skills
10:30 BREAK
10:45 Effective Strategy: Decision-Making Models
11:15 Effective Strategy: Classroom Climate
12:30 LUNCH
1:30 Effective Strategy: Incorporating Perspective
1:45 Effective Curriculum
2:40 Reflection and Evaluation
3:00 ADJOURN

3. Welcome
INTRODUCTIONS AND
OVERVIEW

4. Workshop Goals
• Increase their ability to establish a
comfortable and safe learning environment
for teaching about sexuality issues
• Increase their knowledge of best practices for
teaching about sexuality and HIV disease;
• Increase their knowledge of effective teaching
methods for sexuality/FLE education and
understanding of why they work
• Increase their ability and comfort in
responding to sensitive and/or controversial
questions about sexuality and HIV.

5. Workshop Objectives
• List five characteristics of effective
sexuality/FLE education programs.
• Describe four strategies for creating a
psychologically safe and comfortable learning
environment in the classroom.
• Distinguish between effective and ineffective
teaching methods for sexuality/FLE
education
• Identify two strategies to improve the delivery
and effectiveness of FLE instruction
• Identify FLASH Values Questions Protocol

6. Introductions
• Facilitator(s)
• Staff
• Participants
– Name
– Grade/Level
– School Affiliation

7. Working Agreement
• Maintain confidentiality • Avoid making assumptions
• Respect each other’s point of about other members of the
view; recognize that we all group
have some biases • Share responsibility for what
• Speak for yourself—use “I” gets learned today
language; take some risks to be • Ask any questions--there are no
honest dumb questions
• Be nonjudgmental; no put- • Share the time; participate as
downs; be constructive while much as possible
giving each other feedback • ELMO (Enough, lets move on)
• Listen with an open mind • Use discretion with self-
• Recognize that some conflict disclosure
can be helpful and that we • Have fun
should not always avoid it • The Vegas Rule (What happens
• Pass if you feel uncomfortable in Vegas . . .)

8. Effective Strategy
COMMUNICATION STYLES

9. What do they think of us?

10. What do we know about them?

11. Effective Strategy
Understanding that people
communicate differently is the first step,
however learning to appreciate and
adapt to different communication styles
will enhance your instruction.

12. Experts in the Room
Sharing
Senselessly
and
Stealing
Shamelessly

13. Effective Strategy
RESPONDING TO QUESTIONS

14. FLASH Values Question Protocol
• Listen to the question or read it aloud.
• Legitimize the question.
• Identify it as a belief question.
• Answer the factual part, if there is one.
• Help the class describe the community's range
of beliefs.
• Refer to family, clergy, and other trusted
adults.
• Check to see if you answered the question.
• Leave the door open.

15. Effective Strategy
Being prepared for student’s questions
and having appropriate methods to
handle challenging and inappropriate
questions is one way to ensure those
questions do not undermine your
classroom.

16. Effective Strategy
BUDGETING SKILLS

17. The Budget
• Divide into two groups.
• Each group will have 15 minutes to
prepare their budgets given the
information on their handout.
• Each group should select a recorder and a
presenter and be prepared to present their
budget on newsprint after 15 minutes.

18. Discussion Questions
Budget Presentation
1. What were the priorities driving this budget as
presented?
2. What skills are present or not present in the
development of this budget?
Debrief
1. How has budgeting changed in relationship to
standards of living?
2. Are our students prepared with a realistic sense of
costs in the world?
3. Does budgeting play a role in FLE instruction?

19. Teen Budget Guidance
• You are very inexperienced with
finances
• You have never made a budget
before
• You have an unrealistic sense of
cost
• You will often omit luxuries that
are assumed such as internet, cable,
etc.
• Cell Phone plans not attached to
Mom and Dad but you are unaware
and budget your current 9.99 add
on plan
• You may make mathematical
mistakes
• You do your best given your skills
and knowledge

20. Experiential Budget Guidance
• Your budget should be
comprehensive and inclusive
• You should assume no financial
support or shared expenses
• You should give safety net estimates
• Your budget should be categorical
and prioritized
• Your budget should include some
aspect of savings
• Your budget should include parental
expenses
• Categories should include subtotals
and suggestions for cost cutting if
needed
• Your budget should be crafted,
knowing you are trying to prove a
point

21. Effective Strategy
Use real world skills and needs
to make the curriculum content
not only relevant but instructive.

22. Effective Strategy
DECISION-MAKING MODELS

23. Decision-Making Model
1. Identify and define the problem
2. List possible options/alternatives
3. Evaluate the options
4. Choose one option
5. Make a plan and do it
6. Evaluate the problem and solution

24. Decision-Making Model
OPTION:
YES NO • Define Each Option
– Determine the Pros of
taking this action
PROS
– Determine the Cons of
taking this action
– Determine the Pros of
not taking this action
CONS
– Determine the Cons of
not taking this action

25. Decision
Should I go to a
party where I know
they are going to be
drinking alcohol?

26. Effective Strategy
Incorporate a model for decision-
making when delivering behavioral
health information; logic models
help build habits in the end!

27. Effective Strategy
CLASSROOM CLIMATE

28. Is it true for you?
1. I am nervous about teaching sexuality education.
2. I received effective sexuality education in my home.
3. I grew up in a family that did not fit the two-parent model.
4. I have had an interracial romantic relationship.
5. I grew up in a family that had violence in the home.
6. I know someone who has (or has died) of HIV or AIDS.
7. I have worried at some point that I might have an STI.
8. I have considered abortion to end an unplanned pregnancy
9. I have a family member who is gay, lesbian, or bisexual.
10. I have had a divorce.
11. I believe that sex outside of a marriage relationship is OK for
adults.

29. Sample Ground Rules
• Participate as much as possible.
• “Pass” if you feel uncomfortable.
• Be respectful, no “put downs.”
• Maintain confidentiality.
• Share only what is appropriate and respect
others’ privacy.
• Avoid making assumptions.
• All questions are okay.
• Have fun.

30. Creating a “Safe”
Learning Environment
• Establish Rapport
• Conduct a Warm-up Activity
• Determine Student Expectations
• Give an Overview of the Program
• Establish and Enforce Ground Rules
• Stimulate Involvement and Questions
• Be a Role Model

31. Effective Strategy
Establish an environment of respect
and trust among the students and
with yourself; creating a safe place
to communicate will enhance your
instruction.

32. Effective Strategy
INCORPORATING
PERSPECTIVE

33. Up Hill Both Ways In The Snow
• Think back about the education related to
sexuality and family planning that you
received as a child and rate it on the
following scale:
– Horribly Uncomfortable
– Typical
– Awesome
• Be prepared to share why you chose to
stand where you did

34. UGH, Kids These Days!
• Think back about the education related to
sexuality and family planning that you
deliver as an educator, how would your
students rate it on the following scale:
– Horribly Uncomfortable
– Typical
– Awesome
• Be prepared to share why you chose to
stand where you did

35. Effective Strategy
Draw upon your own experiences to
establish rapport, examine relevancy,
and develop empathy for your students
needs and perceptions around Family
Life Education

36. Effective Strategy
EFFECTIVE CURRICULUM

37. Teaching About Sexuality and HIV
• Provide a positive, broad, and honest
perspective on human sexuality
• Address the real concerns and questions of
students
• Respect individual and family diversity
• Use the most effective teaching methods to
address a wide variety of learning styles and
abilities
• Address all three learning domains:
Knowledge, Attitudes, and Behaviors

38. Teaching About Sexuality and HIV
• Give age-appropriate information for Grades
K-12
• Are taught by willing, comfortable, and well-
trained teachers
• Involve parents, students, and the community
(including media) to reinforce messages
• Occur within a context of comprehensive
health education, integrated across the
curriculum
• Promote life-long learning about sexuality and
relationships

39. Curriculum Development
• Included multiple people with expertise in
different areas.
• Assessed the needs and assets of the young
people they were targeting.
• Used a logic model approach.
• Designed activities consistent with
community values and available resources.
• Conducted pilot tests on some or all
activities.

40. Goals and Objectives
• Focused on at least one of three health goals:
the prevention of HIV, the prevention of
other STDs, the prevention of unintended
pregnancy.
• Focused narrowly on the specific types of
behavior that cause or prevent HIV, other
STDs, or pregnancy and gave clear messages
about them.
• Focused on specific sexual psychosocial
factors that affect the specified types of
behavior and changed some of those factors.

41. Teaching Methods/Activities
• Created a safe environment.
• Included multiple instructionally sound activities to
change each of the targeted risk and protective factors.
• Employed instructionally sound teaching methods that
actively involved the participants, that helped
participants personalize the information, and that were
designed to change specific risk and protective factors.
• Employed activities, instructional methods, and
behavioral messages that were appropriate to the
adolescents’ culture, developmental age, and sexual
experience.
• Covered topics in a logical sequence.

42. Implementation
• Secured at least minimal support from
appropriate authorities.
• Selected educators with desired characteristics
(whenever possible), trained them, and
provided monitoring, supervision, and
support.
• Implemented activities to recruit and retain
adolescents.
• Implemented curricula with reasonable
fidelity.

43. Questions and Evaluations