Charmaine's assignment one power point educ1751 copy
Comparing ArtefactsA good and bad example<br />The Discovery Bay Challenge<br />&<br />Mervyn Bishop photographer<br />
TheDiscovery Bay Challenge<br />In critically reflecting upon questions based on the N.S.W. Quality Teaching Model, I rated this educational artefact 10.5 / 15. This was my preferred artefact and my voice narration heard over the slides will indicate as to why.<br />
MervynBishop’sphotographer<br />In critically reflecting upon questions based on the N.S.W. Quality Teaching Model, I rated this educational artefact 4 / 15. This was my least preferred artefact which I will delineate as to why in the following slides.<br />
Mervyn Bishop’s PhotographyMy Critical Evaluation ( 4 / 15 )Read the following slides for my evaluation on this educational artefact and listen, now or re-watch, to hear my view on, what I thought to be a more appropriate comparison.<br />
Failing in Intellectual QualityMervyn Bishop photographer<br /><ul><li>Although representing an aboriginals artistic career offering another point of view, it failed to teach or engage students about the importance of the artist success, as a non- white Australian, other than by reading text- not interactive at all.
There were no opportunities for students to use higher order thinking and metacognition as there were no interactive, engaging or challenging activities to expand on their knowledge.
on what they thought. Although strong and emotive photographs were depicted there was nothing asked of the students to create anything of their own.
There was no attempt to encourage meaningful class discussion or feedback between other students or with the teacher.
The artefact did not give students any opportunity to demonstrate what they have learned in any real depth, only minor reflective questions </li></li></ul><li>Failing In Creating A Quality Learning Environment Mervyn Bishop photographer<br /><ul><li>There were no activities required of the students at all and so no need for explanation or modelling was necessary. Further more, there were no in depth explanations highlighting or modelling the artists own professional practice or technical skill for students to be inspired by and want to try themselves.
There was nothing in the lesson to test students skills or ability on any level.
Students had no input as to how the lesson was navigated as it was linear and non-interactive. It required mostly only the turning of pages.</li></li></ul><li>Failing In Significant Learning Mervyn Bishop photographer<br /><ul><li>Students were not given a chance to use already learned knowledge or skills.
Although the body of work portrayed the work of an aboriginal photographer and his experiences, no real effort was made to relate to the students the critical nature of the work by incorporating aspects of Australia's colonial history or aboriginal life or culture.
There were no interdisciplinary connections made despite the many opportunities to cross over other Key Learning Areas, especially in to history and the socials sciences.
No practical connections were made and it failed to offer any real world applications to their present or future learning.
There was no audio or artist commentary which would have been of great significance in adding value to the lesson. Additional links to recommended sites would have been valuable for extra information also. </li></li></ul><li>Mervyn Bishop PhotographerWhat I liked about this artefact as an educational learning tool.<br /><ul><li>The artefact remained focused on the artists life of photography.
It demonstrated good use of strong emotive, and in a sense candid, photography.
It focused on aboriginal, rather than non-white Australian, photography and perspectives beyond our recognised and cultural acceptances.
Displayed photographs were well documented and referenced.
It had a really strong narrative quality of real life experiences offering real value and meaning.</li></li></ul><li>That concludes my virtual presentation for todayThankyouBy Charmaine O’Neill<br />