Journal of Health Education Teaching Techniques Vol. 1, No. 1, pp. 1–12
Puzzle Vision Ryan Erbe, Clarkstown Central School District, New City, NY
Abstract Puzzle Vision is a teaching technique that the author of this manuscript developed to help high school students acquire goal-setting and decision-making skills to ultimately enhance their health and well-being. Students develop their own personal life vision known as their “Puzzle Vision” after engaging in several activities. Once this vision is developed, students use a newly developed decision-making model known as VICTOR-E (V-Vision, I-Identify the decision, C-Consider the effects on vision, T-Take a stand, O-Oppose or defend choice, R-Reflect, E-Evaluate). The model helps students make a health-related decision based on the created personal vision and enables them to make the best choice based on the vision of their own future.
Objectives 1. At the end of this teaching technique, students will develop a Puzzle Vision as a component of a long-term personal health plan. 2. At the end of this teaching technique, students will effectively use the VICTOR-E decision-making model for a real-life health-related situation. 3. At the end of this teaching technique, students will create three goals to help actualize their created Puzzle Vision.
Primary Audience This teaching technique is intended for students in Grades 9–12 but could be adapted for college-level students.
Ryan Erbe, health educator, Clarkstown Central School District, New City, NY. Please send author correspondence to
[email protected].
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Introduction The publication of the National Health Education Standards (Joint Committee on National Health Education Standards, 1995) resulted in important changes for school health education, including the paradigm shift from a focus on knowledge acquisition to skill acquisition. The idea driving this shift was that behavior change is more likely to occur through skill development. Shortly thereafter, the Centers for Disease Control and Prevention (CDC) Division of Adolescent and School Health identified a number of programs showing positive behavior change from participants resulting from skill-based curricula (Collins et al., 2002). Programs and curricula that are effective tend to devote a considerable amount of time to skill acquisition and practice (Herbert & Lohrmann, 2011). Today’s National Health Education Standards reflect this change as the standards are focused on several skills including goal-setting and decision-making. These skills are critical to impact a young person’s health and well-being (CDC, 2005). Young people make decisions every day. Some decisions require quick thinking because minimal time is often allowed for a well-thought-out decision. In other instances, if the effects of decisions are not carefully thought through, detrimental consequences could result that may affect the young person’s future and long-term goals (Fetro, 2000). To effectively make a decision, young people should consider long-term goals. A young person’s decisions tend to focus on immediate rather than long-term gratification. Therefore, creating learning experiences that offer opportunities to understand how to set and achieve goals are essential to students’ development during their transitional period in life (Fetro, 2000). Puzzle Vision is a technique that the author of this teaching manuscript developed to aid students in their development of health-related goal-setting and decision-making skills, and it affords students the opportunity to create and design their own personal Puzzle Vision, create personal goals, and make a decision in the context of this personal vision/Puzzle Vision. This technique includes a newly devised and unique decision-making model (VICTOR-E: V-Vision, I-Identify the decision, C-Consider the effects on vision, T-Take a stand, O-Oppose or defend choice, R-Reflect, E-Evaluate), which functions as the foundation of the learning experience. This model allows students to use their created personal vision/Puzzle Vision to think through a possible healthrelated risk situation. Students consider the potential effects of each option in the context of their personal vision/Puzzle Vision, choose the best option, and reflect on and evaluate their decision. This technique has been successfully implemented in a high school health education setting with over 200 students and in a teenage religious group, and it has been presented at a national health education conference (Erbe, 2013).
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Objectives At the end of this teaching technique, students will 1. develop a Puzzle Vision (Figure 1) as a component of a long-term personal health plan, 2. effectively use the VICTOR-E decision-making model (Figure 2) for a real-life health-related situation, and 3. create three goals to help actualize their created Puzzle Vision. This teaching technique also reflects the following standards in the National Health Education Standards (Joint Committee on National Health Education Standards, 1995): • Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. * 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations. * 5.12.6 Defend the healthy choice when making decisions. • Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. * 6.12.4 Formulate an effective long-term personal health plan.
Materials and Resources •
• • •
Ten puzzles of 50 pieces or fewer prepared in plastic bags or containers with just the puzzle pieces (keep the final image on the puzzle box separate to be given to groups after a few minutes of attempting to complete the puzzles without the image) Copies of “Puzzle Vision: Goal-Setting” (Figure 1) Copies of “Puzzle Vision: Decision-Making VICTOR-E Model” (Figure 2) Classroom set of the book 7 Habits of Highly Effective Teens by Sean Covey (1998) (Optional)
Primary Audience This teaching technique is intended for students in Grades 9–12 but could be adapted for college-level students.
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Name:
Puzzle Vision: Goal-Setting
Step 1: Vision Referring to your visualization, identify the following components of your vision on each of the puzzle pieces below. In the first row of 4 pieces, write your Personal Vision Statement; in the row of 4 below the top, write where you will be in 5 years; in 4 pieces on the bottom, write 4 character traits you’d like to develop; and on the 4 remaining pieces, write 4 healthy attributes you’d like to form.
Step 2: Set 3 Goals Based on Your Vision Referring to the puzzle vision you just created, which should be a broad picture of where you are headed, set 3 SMART goals that fit into your puzzle vision.
Goal 1: Goal 2: Goal 3:
Step 3: Reflection How will these 3 goals help you to reach your vision?
Figure 1. Puzzle Vision: Goal-setting.
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Puzzle Vision: Decision-Making The VICTOR-E Model
Step 1: Vision Referring to your visualization, identify the following components of your vision on each of the puzzle pieces below. In the first row of 4 pieces, write your Personal Vision Statement; in the row of 4 below the top, write where you will be in 5 years; in 4 pieces on the bottom, write 4 character traits you’d like to develop; and on the 4 remaining pieces, write 4 healthy attributes you’d like to form.
Step 2: Identify Your Decision Based on the scenario given by your teacher, briefly describe (in the puzzle piece below) the decision you are facing.
(cont.) Figure 2. Puzzle Vision: The VICTOR-E decision-making model.
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Step 3: Consider Effects on Your Vision In any given situation, there are usually two options. Identify in the pieces below your two options and then describe the effect each of those options would have on aspects of your vision. Option 1: Character: In 5 Years: Vision Statement: Healthy Attributes: Option 2: Character: In 5 Years: Vision Statement: Healthy Attributes: Step 4: Take a Stand and Oppose Once you have clarified the effects of each option on your vision in the piece below, identify your decision and then oppose (defend) your choice (why did you choose this option?) in the context of your vision.
Step 5: Reflect and Evaluate Answer the following in complete sentences: Now that you have made your choice, imagine yourself 5 years down the road. (1) How has this choice affected you achieving your vision (was it a good idea) and explain in detail? (2) Describe how this choice affected subsequent choices. (3) Describe the value in using this decisionmaking process.
Figure 2 (cont.)
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Procedure Step 1 To engage the students, organize them into groups of four. On their desk, each group will have a plastic bag containing puzzle pieces. Be sure to keep the final image of the completed puzzle, which is typically found on the box, away from the groups. Allow students to try to put their puzzle together without the image on the puzzle box of the final result. After approximately 3 minutes of struggle, ask the students what they are missing. Allow students to then use the end image on the puzzle box to complete the puzzle. Engage the students in a discussion about their experience putting the puzzles together using the following questions: Why was it much easier to complete the puzzle with the end image? Do our lives work similarly? Explain that a person’s life comes together more effectively and that people generally feel more fulfilled when an end result is known, like a “vision” in the mind.
Step 2 Next, require students to participate in a visualization exercise. Explain to students that they should find a comfortable position in their chairs. They should close their eyes and imagine the following: Envision yourself at a college graduation ceremony at your favorite college. Many people are gathered together anticipating such a major life event for the graduates. A professor gets up to introduce the graduating senior speaker for this year’s address; this student is successful. As the speaker comes out, you realize that it is you 5 years from now! Imagine yourself walking out on stage and giving an incredible speech about your 4 years in college. Imagine what you would share (i.e., who you are at this point in your life, what being successful means to you, what your accomplishments are at this point in life, what goals you achieved, and what the next step is for you). Ask students to share and reflect on what they imagined. Explain to students that what they just did was an exercise to envision their future or their end image. This vision is their Puzzle Vision!
Step 3 To help students further clarify their Puzzle Vision, have them complete the Personal Vision reflection questions, which include the following: • •
Who is someone who truly inspires you? What about them inspires you? What three things do you want said about you at your graduation?
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• • • •
In an ideal situation, where do you see yourself in 5 years? What are you doing? How do you feel? What are your top three life values? What four healthy characteristics (e.g., getting fit or being stress free) do you want to develop? What four character traits would you like to develop?
Step 4 In the book 7 Habits of Highly Effective Teens, Covey (1998) wrote a chapter “Begin With the End in Mind.” In this chapter, the concept of a personal vision is presented and is integral in assisting teenagers as they clarify their personal vision. Covey also included example personal mission statements that will help students in this learning experience develop their own personal vision statement. After reading this chapter, students can complete their own Personal Vision Statement. Examples of these statements could include the following: I will live up to my full potential, I will be successful in all that I do, or I will give my best effort in any given situation. Students also can use an acronym for their name. For example, Steve may be depicted as S-successful, T-tough, E-excellence, V-valuable, E-enthusiastic. Alternatively, if the book is not accessible, students could discuss popular companies and their mission statements typically found on the companies’ websites. The teacher could facilitate a discussion about how these statements work for companies and then explain that mission statements work for people’s lives as well.
Step 5 Students now have all the necessary pieces to complete their Puzzle Vision. These components include their Personal Vision Statement, where they want to be in 5 years, four healthy attributes they want to develop, and four character traits they want to form. Developing a personal vision is a key step in formulating an effective long-term personal health plan. These components should be placed on separate puzzle pieces as shown in Figure 3. This newly created Puzzle Vision will be used at the beginning of the “Puzzle Vision: Goal-Setting” worksheet (Figure 1) as explained in Step 6 and “Puzzle Vision: Decision-Making VICTOR-E Model” worksheet (Figure 2) as explained in Step 8.
Step 6 After students have completed their Puzzle Vision, they are now ready for the decision-making aspect of the learning experience. Explain to students that people make two types of decisions: proactive and reactive. Proactive decisions are decisions people make in advance or that they say they will make, such as goals. Reactive decisions are situational and come up unexpectedly but need to be anticipated. Both decisions can take students one step closer to their
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Puzzle Vision or one step further away from it. Explain to students that they will start with the proactive decision of goal-setting. Students should be taught the SMART method of goal-setting by explaining each letter (specific, measurable, achievable, relevant, and time-bound; Doran, 1981). Once students are presented this method, they will create three specific goals and describe how these goals help solidify aspects of their Puzzle Vision on the “Puzzle Vision: Goal-Setting” worksheet (Figure 1). Students should write or illustrate these goals on puzzle pieces created at home and bring them into class the following day (Figure 4).
Figure 3. Sample Puzzle Vision.
I will run a 5K by the end of May.
Figure 4. SMART goal on a puzzle piece.
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Step 7 The following day, students will learn about reactive decisions. Ask students to identify situations that may arise in life that can affect their Puzzle Vision. Examples include pressure to bully someone, pressure to engage in a sexual risk behavior, and/or pressure to use drugs or alcohol. Discuss these as a class, and ask students how they can affect someone’s or their own Puzzle Vision. Present students with a real-life scenario about drug use such as the following: You decide to attend a local house party on the weekend with all of your friends. As you enter, loud music is playing and there are groups of people scattered throughout the house. As you and your friends enter one room, you notice a small group of people smoking something that you immediately recognize as marijuana. Your best friend, without hesitation, takes a hit and then passes it to you…
Step 8 (For students to effectively apply the following decision-making model, prior knowledge of the effects of marijuana will be necessary. One place to find this information is on the National Institute on Drug Abuse website: www.drugabuse.gov/drugs-abuse/marijuana). Explain to them that major life decisions require a thoughtful process. Share this quote by Roy Disney (2004): “It’s easy to make decisions when you know what your values are.” Then add this twist: “It’s easier to make decisions when you know what your vision is.” With the quote in mind, students will use the newly devised decision-making model, VICTOR-E. Explain the model step by step using the following: V-Vision explaining that students will use their Puzzle Vision as the first step; I-Identify the decision and options; C-Consider the effects of each option on the aspects of their Puzzle Vision; T-Take a stand (decide); O-Oppose (defend choice); and R-Reflect and E-Evaluate. Once students understand each step, give them a copy of the worksheet “Puzzle Vision: Decision-Making VICTOR-E Model” that leads them step by step through the model (Figure 2).
Step 9 After students complete the worksheet, have them pair-share with the class the process used, the decision they made, and their personal evaluation. Summarize this exercise with a discussion about the value of using the VICTOR-E decision-making process.
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Assessment Students should be assessed using three criteria: their Puzzle Vision creation, the goal-setting puzzle pieces they create, and their ability to effectively use the decision-making model. Each of these criteria connects with the overall objectives, connects with National Health Education Standards performance indicators (CDC, 2005), and ultimately reflects their ability to demonstrate elements of a specific skill. The following rubric is a valuable way to assess these three criteria (see Table 1). Table 1 Assessment Rubric
Puzzle Vision Creation Puzzle Vision GoalSetting Puzzle Pieces
4 Good
Effectively created Puzzle Vision
Mostly effective creation of Puzzle Vision
Moderately effective creation of Puzzle Vision
Somewhat effective creation of Puzzle Vision
Limited effectiveness in creation of Puzzle Vision
Effectively created SMART goals
Mostly effective creation of SMART goals
Moderately effective creation of SMART goals
Somewhat effective creation of SMART goals
Limited effectiveness in creation of SMART goals
Mostly effective in use of VICTOR-E DecisionMaking Model
Moderately effective in use of VICTOR-E DecisionMaking Model
Somewhat effective in use of VICTOR-E DecisionMaking Model
Limited effectiveness in using VICTOR-E DecisionMaking Model
Effectively utilized the VICTOR-E VICTOR-E Model Decision Utilization Making Model
3 OK
2 Needs Work
5 Excellent
1 Insufficient
References Centers for Disease Control and Prevention. (2005). National health education standards, 2. Retrieved from http://www.cdc.gov/HealthyYouth/SHER/ Standards/Index.htm Collins, J., Robin, L., Wooley, S., Fenley, D., Hunt, P., Taylor, J., . . . Kolbe, L. (2002). Programs-that-work: CDC’s guide to effective programs that reduce health-risk behavior of youth. Journal of School Health, 73, 93–99. Covey, S. (1998). 7 habits of highly effective teens. New York, NY: Simon and Schuster.
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Disney, R. E. (2004). [Remarks made at the annual Disney shareholder meeting, Philadelphia, PA]. Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70, 35–36. Erbe, R. G. (2013). Puzzle Vision: Decision-making. Teaching technique presented at the annual American School Health Association national conference, Myrtle Beach, SC. Fetro, J. V. (2000). Personal and social skills (Vol. 2). Santa Cruz, CA: ETR Associates. Herbert, P., & Lohrmann, D. K. (2011). It’s all in the delivery: An analysis of instructional strategies from effective health education curricula. Journal of School Health, 81, 258–264. Joint Committee on National Health Education Standards. (1995). National health education standards: Achieving health literacy. Atlanta, GA: American Cancer Society.
