Research has identified several characteristics of effective teaching in health education. They are:

For Health and Personal/Social Development Education

• Using active learning and teaching techniques
• Effective use of small group discussions
• Effective use of media and technologies
• Effective use of the arts, drama, literature
• Effective use of student reflection through journal writing
• Communicating with parents
• Involving parents in take home learning activities

For sexuality education and other sensitive topics

• Setting ground rules
• Depersonalizing and normalizing class discussions
• Dealing with questions in class
• Enabling students to ask questions anonymously
• Knowing how to respond to disclosures of possible abuse or assault
• Referrals to health services or guidance services
• Providing appropriate take away materials

As well, the teaching/learning methods selected should reflect the outcome being sought in the classroom. For example:

Support for Effective Sexuality Education

Support for sexuality education should come from within and outside the school system and should include:

• links with preventive services
• local media cooperation
• supportive, comprehensive policy and leadership
• supportive administrative leadership at the school district and school levels
• data to monitor implementation and evaluation
• dedicated staff, with adequate time, training and resources
• regular parent information sessions, resources to use at home and effective communication about the program

Effective Lesson Planning and Learning Activities

Lesson plans and learning activities in sexuality and other subjects should follow a well-planned and implemented format (El-Tigi, 2000;) including:

• Goals
• Objectives
• Prerequisites
• Materials
• Lesson Description
• Lesson Procedure
• Closure
• Follow-up/Enrichment
• Assessment/Evaluation Criteria

The target age/grade(s) and any other relevant information should also be included in the lesson plan description.

LessonProcedures/Learning Process 

The actual lesson procedure/process (ERIC Clearinghouse; 1987) should include these steps

1. Gain the learners attention.
2. Review relevant past learning.
3. Communicate the goal of the lesson.
4. Model the skills to be learned.
5. Prompt for correct responses.
6. Check for skill mastery.
7. Close the lesson.

References:

Allensworth DD (1993), "Health Education. The State of the Art", Journal of School Health, 63(1), p.14-20.

Birch DA (1994) Involving families in school health education: implications for professional preparation, Journal of School Health, 64(7): 296-99

El-Tigi, M (nd) How to Develop a Lesson Plan, ASKERIC Lesson Plan Service http://www.askeric.org/Virtual/Lessons/Guide.shtml

ERIC Clearinghouse on Handicapped and Gifted Children (1987). Lesson Structure: Research to Practice, ERIC Digest #448, Author, Reston VA. http://www.ed.gov/databases/ERIC_Digests/ed291206.html

Kirby D (nd) Effective Curricula and their Common Characteristics, Resource Center for Adolescent Pregnancy Prevention  www.etr.org/recapp/practice/article.htm

McCall D (1996) Health Education Planner for School Districts: Reducing Tobacco Use, Promoting Health, Canadian Association for School Health, Surrey, BC

Mid-continent Regional Educational Laboratory, (nd), Health Education Standards, US Department of Education, www.mcrel.org/standards-benchmarks/standards/health/s10.html