Category III events are designed to promote leadership and
learning in Health Science Technology Education students. This
category offers a series of events and rubrics that are readily
integrated into any unit of instruction in all HSTE courses.
The HOSA events in Category III reinforce cognitive, creative
and real-world skills. As classroom tools, these events can be
used to reinforce the content in all HSTE courses and serve to
reinforce basic skills.
Extemporaneous Health Poster
This event should become a “regular” in your classroom
because it develops a student’s thinking skills and creativity – and
provides a lasting instructional tool (posters!).
- In the classroom, use the concept and rating sheet (rubric)
but not the competition.
- Try to assign each student or group a different topic. For
example, when teaching the Endocrine system, assign each
group a different disease or disorder.
- Be sure the topic is complex.
Assigning the “function” of
the digestive system requires more thought than simply assigning
the anatomy of the digestive system.
- This makes an excellent homework assignment. Depending on
the availability of resources, the teacher may assign the
topic as homework to be created in draft format on a plain sheet
of paper, then transferred in the classroom to poster board provided
by the teacher.
- One teacher assigned each
student a “health hero” about
2 weeks before starting that unit. The assignment was to create
a poster about the person assigned. When it was time to begin
the unit on historical perspectives in health care, the walls
of the room were filled with posters that told of each individual’s
- Be sure to display student posters. If the topic is a public
health issue, display the posters around campus.
- This is the type of assignment we do twice a semester.
- When using this process,
you will notice one or two lower performing students who do
exceptionally well with this type of assignment.
Job Seeking Skills
This event is an excellent
tool for reinforcing a unit of instruction on finding and securing
a job. In this instance, implementing every step of the event
exactly as written in the guidelines is a good idea.
Use judges and choose them
wisely. School or central office administrators make good judges.
Invite a health care personnel director. Remember that whomever
you choose, the judge will come away with a better understanding
of the Health Science program and the quality of your students.
Another option is to use parts
of the process in a role play situation. If you are teaching
about historical figures in health care, have students create
a resume for an assigned historical figure. If you are teaching
a career unit, have students act out an interview between an
employer and someone pursuing a specific assigned career. Let
students take on the roles of interviewer and interviewee.
Prepared Speaking and Extemporaneous Speaking
Speaking events are an excellent tool for developing student
learning and leadership skills. These events can easily be adjusted
to meet the desired learning outcomes in the classroom.
In many classrooms, writing
a speech is a homework assignment. Assign a variety of topics
that relate to course content, and be sure to add an element
that requires higher order thinking skills.
Rather than assign “Diabetes” have
them write a speech from the perspective of someone who has just
been diagnosed with diabetes.
Extemporaneous speaking can provide a fun method of reviewing
for a midterm or final exam. Here is one way to do use this event:
- Explain what will be done at least 2 days ahead of time.
- Give students topic areas to study.
- Put the name of the speech in an envelope and let students
draw a topic. Make the topic fun, creative, and related to
the areas for review.
- Reduce preparation time to one minute. While one student is
preparing you can be rating the student who just spoke.
- Another option would be
to have students write down important points after each speech – both
based on what they heard and what they know themselves. The
teacher can clarify those points. Remember, this is a review!
General Rules for Classroom Speeches
- When speeches are to be given in class, often the time is
adjusted down in order to take up less class time and assure
that all students have a chance to give their speech.
- Sometimes students are terrified of speaking in front of classmates.
Some teachers will allow a student to give the speech to the
teacher in private.
- The first time you assign classroom speeches, allow students
to give the speeches in pairs or small groups. It is sometimes
easier to give a speech when the parts are shared by another
- You can allow students to use the HOSA event rating sheet
to evaluate the speeches of their peers.
Finally, it is often an interesting experience to have a teacher
give a speech while students rate the speech using the HOSA event
rating sheet. What we find is that the scores will range from a
high of 100 to a low of about 60. This is because of the subjective
nature of evaluating speaking skills.
This event lends itself to
all types of classroom content while reinforcing an important
basic skill. As a homework assignment, classroom activity or
assessment, Extemporaneous Writing should be frequently used
in the HSTE classroom.
Be sure students have a copy of the rating sheet (rubric) before
starting this or any assignment that uses HOSA competitive events.
Students need to know the standards by which they will be evaluated.
There are many websites available to help students improve writing
skills. Here are just a few:
Researched Persuasive Speaking
This event combines research, writing and speaking. As a classroom
assignment it is often done as a major classroom project.
This event differs from other
speaking events in that it asks students to defend a point of
view. As a classroom assignment, the teacher should assign a
topic based on course content, and allow students to support
an opinion on either side of the topic.
Researched persuasive speaking
involves current health-related issues. Students are often required
to do Internet research. The HSTE teacher should help students
understand the following guidelines.
Internet Research Guidelines
- Internet resources
must be evaluated for accuracy .
Remember that just about anyone can post information on the
Internet. Be sure to analyze the information you find for its
appropriateness for the research.
- Identify and develop your topic .
Write out what you are looking for before you begin. It may
be helpful to use a thesaurus to find synonyms for your key
- Use more than one search engine . A search
engine is a searchable database of Internet files collected
by a computer program. A few common search engines are:
Search engines provide a
number of features to help with your search, so be sure to read
any of the help menu or advanced search options information.
click on a link .
Once you get a list of possible sites, right click on a link
you wish to investigate, then select “Open New Window.” That
way it is easy to go back to your original search results list.
- Print only the pages you want to print. Use
the Print Preview (File menu) command to discover the page
numbers of the pages you want to print. Then select print and
enter the page number range
- Domain and control + enter. If
you are looking for a .com site, type in the name of the site
and then select control + enter. Explorer will automatically
add the http:// and the .com.
- Evaluate what you find. Determine what resources
fit the paper you are going to write and provide credible
- Do the “Works
before you start writing the paper. This will help
you focus in on your key resources and help get you organized.
Use a standard format, either APA or MLA style, for the paper.
The event guidelines list text resources for both those
styles, and examples of both can be found on the Internet.
- Write an outline. This “tried-and-true” method
of writing a paper makes good sense.
- Write the paper. Let it sit for a day and
then proofread and revise. BE SURE there are no grammatical
or spelling errors.