The Artefacts:<br />Artefact 2<br />Artefact 8<br />
1)<br />Artefact 2 stayed focus on the important topic by showing the different views/concerns and information about drugs. This relates to the 7-10 PDHPE Curriculum as this subject matter is shown in Strand 3: Individual and Community Health.<br />
Compared to Artefact 8, which does not provide any important information whatsoever regarding to PDHPE. <br />
2)<br />Artefact 2 gives the students the opportunity to play around with the artefact and continue reading important information about drugs. It also gave the students the opportunity to participate in activities within the classroom such as debate topics, class discussions and other activities students can do away from the classroom. <br />
On the other hand, I believe that Artefact 8 was a pointless activity, as it did not give the students the opportunity to show their understanding, as it does not teach them anything valuable.<br />
3) 11)<br />Artefact 2<br /><ul><li> Many different points of view from guest speakers and the audience members.
Opinions differed according to their own personal beliefs.
Automatically provides the student with the answer if activity is wrong.
Student does not learn and benefit anything from this artefact.</li></li></ul><li>4) 10)<br />Artefact 2<br /><ul><li> Provides more useful/important information to broaden their knowledge.
Provides the students with tasks and questions.
Providing links containing information in which the students can analyse/evaluate.
Enhances the student’s basic knowledge of drugs.
Testing the students by doing various activities to show what they have learned.
This allowed students to apply new knowledge in class.</li></li></ul><li>Artefact 8<br /><ul><li> Does not produce any activities where the students can partake to further their learning experience and learn new knowledge.
Only gave the opportunity to use basic mathematic skills in plotting points on a graph.</li></li></ul><li>5) 7)<br />In Artefact 2, it clearly provides links on how to write a report and the correct steps to produce a fairly detailed outlined report to do well. For example, on the link it provided a step that said, Describe your research (explain what you found out). This therefore enables the students to produce a better workload and answer questions more efficiently as it modeled what was required to do well in an easy step by step guide. <br />
Artefact 8 however, does not provide any links or notes on how to produce better quality answers in the future, as a result, this artefact cannot be used as effectively as Artefact2.<br />
6)<br />Artefact 2 presented the students with the opportunities to create class discussions by clicking on several links, one example would be an activity where the students can create a debate team and discuss the points of views of the audience members.<br />
Artefact8 does not provide the students with links or information to participate in any discussions. This artefact only required the students to organize data collection into groups and design a sports carnival, therefore not creating any active discussions during the lesson<br />
8)<br />Artefact 2 has one activity were students over a period of one week, take notes of any messages that they see or hear about illegal and legal drug use and at the end of the one week period, the students write up a report thus making this activity challenging for some if not most students.<br />
In regards to Artefact 8, I believe this activity would be found difficult by all students because considering the fact that I am a university student and I still had no idea what to do in this artefact. I did not understand what to do when I was trying to group the data into groups to make sure all the rules applied with the data, therefore I believe this artefact would not be suitable for Year 7-10 students. <br />
9) 14)<br />Artefact 2<br />· Had connections to the real world. <br />· Different opinions from all the guest speakers and what are their concerns about drugs. <br />· Opinion of guest speaker represents opinion that someone in the real world would have. <br />· For example, Jason’s opinion relates to most youth students as peer pressure to take drugs affects most students and how students don’t want to be seen as ‘nerds’ if they don’t conform with their friends. <br />· Taking drugs is a stupid decision and regret is for the rest of their lives.<br />· Relates to Jason – afraid what friends will think, takes it to conform, and regrets it for the rest of his life.<br />· Provided students with the dangers of drugs and how it can affect individuals’ lives and others. <br />· Information used in future learning experiences the students go through. <br />· Information about the dangers of drugs could prevent students from taking drugs. <br />
Artefact 8<br />· Gave the students some say in what the lesson was about. <br />· In the real world, planning a sports carnival would relate to every school.<br />· School teachers who would plan carnivals for schools and how to best plan an event to meet the needs of all students. <br />· However this is not an important content the students would have to learn, as it does not fully relate to the 7-10 PDHPE Syllabus.<br />
12)<br />In some way, I believe, that the links provided by Artefact 2 on how to write a report could be used in other subject, such as English and Science as writing a report can be used in these subjects. The link could provide the basic framework for students to write a report, no matter the content they are learning or which subject KLA they are learning from. <br />However, Artefact 8 did not provide any links to learn from to apply to other subjects.<br />
13)<br />Artefact 2 was not careful in planning the groups. However it did make sure that every student would have equal respect while during discussions. There was a link, which provided discussion etiquette, which ensured safe, mature and informed discussion in the classroom. Artefact 8 had no group work activities for the class to participate in whatsoever. <br />
15)<br />Artefact 2 provided many plotlines and storylines for the students to easily relate to thus creating a more realistic learning environment as some of the opinions from the guest speakers and the audience members relates to the real world as some of the views on drugs is what the students themselves believe. <br />In Artefact8, there was no storyline/plotline provided for the students to relate to.<br />
The aspects that I will bring forward from these artefacts in my project would be:<br /> <br />Multi-focused: <br />· Designing my own project like Artefact 2 so it can be used throughout a wide range of KLA’s.<br />· My project will portray content and skills that are important better than it was in Artefact 8.<br /> <br />Multi-leveled Activities:<br />· Like Artefact 2, my project will consist of higher order thinking, students will write up a report after a week of gathering information.<br />· It will also consist of lower order thinking, students are able to express what their thoughts are on the topic/subject.<br />· Unlike Artefact 8, my project will be multi-modal where students can learn through visual, graphic, audio and text to enhance their learning.<br /> <br />Scaffolds and Models:<br />· My project will provide the students with step-by-step guides as shown in Artefact 2.<br />· It will also provide the students with examples of quality performance, which was not shown in Artefacts 2 or 8.<br /> <br />Non-linear Navigation:<br />· As shown in Artefact 2 and Artefact 8, my project will also allow the students to navigate throughout the project however they please.<br />· E.g. Artefact 2 allowed the students to choose which audience member and which guest speaker to read/learn about.<br />