Elements of Well-Being

What do you teach? Interestingly, health educators offer a wide range of answers including:

These responses seem acceptable and accepted practice. Is one better than the other? Perhaps so, perhaps not. I assume the integrity of each can be vigorously defended by their supporters.

Without picking winners and losers, a common theme emerges. There is a lopsided emphasis on what the educator does and scant attention to what is expected of the learner.

To balance the scales, I am currently developing a next-generation health education curriculum. The work is inspired in part by these blogs:

​(Un) Common Understanding – Understanding the difference between health, wellness, and well-being.

​Wellness versus Well-Being – The Health Triad is a reminder that health knowledge without personal action is inert and ineffective.

​This Time it’s Personal – “Health Education: Re-imagined” must be personal, cultural, dynamic, subjective.

​Triangles and Triads – what are the dimensions of health?

The scope and sequence of this new course is driven by the Elements of Well-Being. The six elements are strategically chosen for a comprehensive, interrelated approach.

The curriculum design facilitates individualized learning inspired by the tenets of Universal Design for Learning (UDL) including: 1) multiple means of acquiring information and knowledge; 2) multiple means to demonstrating what learners know, and; 3) multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

What outcomes are important to you, how do you want to teach, and do you want to improve learner engagement?

Share your thoughts and questions. You can reply to this message, use my contact form, or set up a time to discuss.

All the best . . . ~g

Gary Lemke, ​Interactive