Diabetes Education in Tribal Schools

Teacher/Student Comments about the DETS Curriculum

Health is Life in Balance

The following comments are from teachers and students throughout the United States, who tested the Diabetes Education in Tribal Schools (DETS) materials during the 2007 - 2008 school year.

Elementary Teacher Comments

“The Eagle books and resources were definitely an asset to the program!!!”

“The Native American examples, books, and assignments were very strong in that my students totally identified with them and I believe [the materials] increased their self-esteem and sense of self ….”

“The Eagle book series is an excellent combination of nutrition, lifestyle, and cultural education. I think it does a great job of comparing our modern-day lifestyle to our ancestors’.”

Elementary Student Comments

“I liked doing all the activities because they were fun and they helped me learn a lot.”

“[I] love the new vocabulary words!”

“I liked reading the books.”

“I like how we can take care of each other.”

Middle School Teacher Comments

 “…from what I’ve looked at, and I’ve been helping develop curriculum, it’s very well organized. I love the format. Everything is pretty much right there ....”

“The students’ interest is piqued and they look forward to science. They really enjoy the different activities.”

“The lessons were set up so the students were intrigued [about] some aspects without being overwhelmed.”

Middle School Student Comments

“I liked learning about our health and what we can do to make us healthier. And I am going to challenge myself—for one year I will eat, live, and act healthier and get my family started on a better lifestyle.”

“I liked the DETS lessons because my Grandpa has diabetes and the lessons helped me learn more about what my Grandpa has.”

“What I like about the unit is all of [it] because I can go home and tell my family about it. I don't dislike anything about this unit.”

“I liked the Circle of Balance because the teacher made it more understandable and the survey because it had, What do you plan on being when you grow up? and the teacher made you really think about it.”

High School Teacher Comments

“Each lesson provided a clear outline of goals, materials required, and specific procedure and process. These lesson components were particularly effective to use.”

“It provides a different way of learning where the teacher is not the dictator; the students have to learn, not just listen and spit back the info. I really think that … the student council will be actively pursuing better beverage machines for the hallways. In [answering] a general question to the students after completing the unit, many said they would try to exercise and eat well to try to avoid diabetes. COOL!”

“Students really enjoyed the hands-on activities with the cells and insulin.”

High School Student Comments

“I liked the facts of diabetes because I learned a lot from [them]. Now I know the facts about diabetes.”

“I like that we learned how to be healthy and how to take care of ourselves and each other. I learned many ways to distract diabetes and lots more. I would like to stay healthy, eat right, and just live on with my life.”

“I really liked this unit on diabetes because it runs in my family and I was kind of wondering what the whole thing was, so this unit came at a good time. I also liked how it came—it gave enough information to answer my questions at the end; it also was [not] too difficult or too easy!”

“The thing I liked about the DETS lessons was that I never understood what diabetes was; now I do.”

Features Teachers Particularly Liked:

  • At-a-glance and day-by-day overviews
  • Specification of teaching standards
  • Clear and attractive layout, setup
  • Preparation descriptions and supply list at beginning of each unit
  • Colored overhead transparencies, and having them right there with the curriculum
  • Everything was the same—the font, graphics, and setup
  • Illustrations

Content Teachers Particularly Liked:

  • Health information
  • Activities
  • Cultural materials and how they are integrated into the curriculum
  • Alignment with Indian Education requirements in Montana and other states
  • Literature and literature references
  • Math exercises
Diabetes Education in Tribal Schools
DHHS NIH NIDDK