6. Assignment 2 Assessment Item Two: Group Integrated Learning Task (3000 words equivalent, weighting 60%) Your second assessment task draws from your new found understanding of technology education, arts education, and integration. You will develop a unit of work, model engagement with the unit, and reflect upon your learning during this course. Part 1 As a group: From the perspective of a teacher , plan a 15 hour unit of work that integrates technology education and arts education and incorporates at least one design challenge . Your unit concept and focus should respond to one of the scenarios for this task provided on the Learning@Griffith website. Your unit objectives and table of learning experiences must enable students to demonstrate outcomes from technology and the arts syllabus documents at the appropriate level; sequence engaging and inclusive learning activities that integrate technology and arts curriculum; and identify opportunities and propose strategies for the assessment and reporting of student learning.
7. Part 2 As a group: Addressing your unit from the perspective of a student , document your groups development of a solution to one design challenge that involves the Technology Practice strand and at least one other technology education strand (Materials, Information or Systems) and at least two strands of arts education (Dance, Drama, Media, Music and Visual Arts). Part 3 Individually: (i) self evaluate your unit , design challenge solution , and arts integration examples . Reflect on how your understanding of technology education, arts education, and integration has developed over the semester, how your learning has contributed to developing characteristics of a Griffith Graduate, how your learning has provided evidence for the Queensland College of Teachers Professional Standards for Teachers, and conclude with a statement of where you now see technology education, arts education, and integration in your future teaching practice . (ii) contribute to your group’s participation in the peer assessment process, (Each Group Integrated Learning Task will be assessed by a tutor and peer-assessed by at least two other groups. This will enable individualisation of results within groups, as the ‘self-evaluation’ task will contribute to a separate criterion.)
38. Safety Promotion Question: What could persuade more kids to wear bicycle helmets? Bicycle Helmet Design Experiment 1. Give each group a boiled egg and a hunk of Play-Doh. 2. Ask them to design bicycle safety helmets where the boiled egg models the bicycle rider's skull. 3. Designs are judged by simply dropping each construct on the floor from waist height and seeing which eggs break.
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