Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

methods more often. For example, they shoulduse short lectures, videos, small-group discussions,simulations, games, roleplaying, individualworksheets and other methods (see Box 3-1).14. Learning is promoted when students workregularly and productively with other students(Gardner 1999; Merrill 2002). Workingtogether may encourage students to reflect onwhat they know, clarify their thoughts anddefend them. It also may provide them withthe opportunity to show others what they havelearned and see their own progress, therebyincreasing their motivation to learn. For example,curricula should regularly include smallgroupactivities among the repertoire of types ofactivities and should allow students to demonstrateknowledge, assertiveness skills and otherskills to one another.15. Learning is promoted when students investtime and make a committed effort (Angelo1998). For example, activities that motivate studentsto learn and that keep them involved canincrease learning. These can include class projectsor activities that involve them and creativeand interesting homework assignments, such asassignments to talk with friends or parents aboutrelevant topics or to obtain information fromclinics or other community organizations.16. Learning is promoted when students areassessed appropriately and understand theassessment criteria (Angelo 1998). Properassessment can motivate some students to learnand can help students review what they havelearned. Under the right conditions, it also candemonstrate to students what they have learned.For example, if the instruction is part of a healthclass, the knowledge aspects can be tested at theend of instruction. If students develop portfolios,completion rates can be assessed. If skillsare taught, those skills can be assessed throughroleplays in small groups.What effective teaching methods are most commonlyused and what topic areas are most commonlycovered in curricula that change sexualbehavior?A review of effective programs identified teachingstrategies that are commonly used and believed tobe effective in increasing knowledge and changingbehavior. These are summarized in Box 3-1.A review of these same programs identified topicsthat are commonly covered in pregnancy and STD/HIV prevention programs (Kirby, Laris et al. 2006).They are included in Box 3-2. If the program isdevoted solely to pregnancy prevention, then someSTD/HIV topics could be excluded. Conversely, ifa program is devoted solely to STD/HIV prevention,then some pregnancy topics could be excluded.However, many youth have stated that they areconcerned about both pregnancy and STD/HIV andthat both possible outcomes of sexual activity motivatethem to remain abstinent or to use condoms.ConclusionsKnowledge is important because it provides thefoundation for many values, attitudes, perceptions ofnorms, skills and, ultimately, for behavior. However,simply increasing knowledge about sexuality ingeneral may not lead to desired changes in sexualbehavior. Rather, what is needed are improvementsin those particular facts, concepts and skills that canchange important mediating factors and can providea compelling case for avoiding sexual risk behavior.Innumerable studies have demonstrated that it ispossible to increase knowledge about numerous topics(and to increase skills as well). Findings from avast body of educational research suggest that thereare important educational principles that increaselearning. To the extent possible, these should beincorporated into sex and STD/HIV curriculaactivities.For additional information on implementing theseinstructional principles, see the “InstructionalMethods/Pedagogy” section of the resources listedat the end of this volume.Chapter 3 Increasing Knowledge 41