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Category III
Individual Leadership and Learning Opportunities

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 accomplishments.
  • 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 classmate.
  • 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.

Extemporaneous Writing

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

  1. 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.
  2. 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 words.
  3. 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.
  1. Right 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.
  2. 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
  3. 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.
  4. Evaluate what you find. Determine what resources fit the paper you are going to write and provide credible information.
  5. Do the “Works Cited” page 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.
  6. Write an outline. This “tried-and-true” method of writing a paper makes good sense.
  7. Write the paper. Let it sit for a day and then proofread and revise. BE SURE there are no grammatical or spelling errors.
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