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by Rebecca Park0 views·Updated Nov 11, 2021
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  1. This is the digital story of the Mental Health and Wellbeing unit.
  2. What is my face really saying?
  3. This unit has drawn together health and physical education,
  4. drama and visual arts
  5. collectively to explore mental health and well being through
  6. emotions.
  7. The Group Work Assessment Task drew together all elements of the unit,
  8. which are combined into a final group work Assessment task.
  9. This assessment task was a visual poster.
  10. Students were asked to submit a visual poster
  11. that demonstrated their learning throughout the unit.
  12. It became a whole school educative display,
  13. also to be posted throughout the school.
  14. As per the HP curriculum requirements.
  15. Activities from the drama and arts curriculum
  16. supported the student's ability to complete this poster
  17. and the health and physical education
  18. activities developed the students awareness and
  19. understanding of emotions and the mental health impact on self and others.
  20. The students were given a rubric to follow from the beginning of their unit.
  21. For this,
  22. they were able to monitor their group's progress
  23. and HK point of assessment
  24. that the teacher required them to complete as a group.
  25. As you can see,
  26. this has been a tool of assessment for the
  27. students to be able to monitor their progress,
  28. enabling them to tick off each time Have they completed?
  29. Have they presented their skip? Have they included their emotions?
  30. Have they created their visual poster and handed it in?
  31. So this this tool for the students has been a positive
  32. feedback tool for their own development and progress through the unit.
  33. Yeah,
  34. the teachers rubric was designed as a summit of assessment tool,
  35. enabling them to have the teacher to have a student
  36. and group final grade for the unit of study.
  37. There were many formative assessment elements to this unit
  38. that the rubric drew together at the at the completion of the unit
  39. that the teacher had been observing and recording over the unit of study.
  40. The final poster presentation
  41. were incorporated the students submitting
  42. the Summit of Assessment,
  43. which was used as that tool to finalise the unit and show the group's learning.
  44. He can say within this. This is the assessment, um,
  45. that I have done on the poster that has been created.
  46. The group in this case got 16 out of 20
  47. and that was assessing group work throughout the process,
  48. which I have created with the final visual display of their poster.
  49. Here's the poster marking component.
  50. The students were required to present the post immediately.
  51. I felt this was a very neat post are clearly able to be read and understood.
  52. Uh, the emotion needed to be clearly identified,
  53. and you can see that that has been done.
  54. Also,
  55. the students were required to identify also more
  56. than three ways that emotion might be expressed,
  57. which they have also done.
  58. And two other elements was to express how this emotion can
  59. impact self and how this emotion can impact on others.
  60. The students have used a combination of writing and visual images,
  61. which was allowed and encouraged through their, um,
  62. their drama through their arts component to help them understand
  63. that emotions can be expressed through those visual displays.
  64. So I felt this was a very good example of a clearly displayed Priester
  65. mm
  66. completing this assessment.
  67. Completing the assessment process of this task demonstrated areas
  68. for improvement through the details of the teachers rubric,
  69. I felt, and also through the potential for greater creativity for the students.
  70. Before completing this myself,
  71. I was unaware of the depth and breadth of media tools
  72. that can be used to support student creativity and learning.
  73. Completing the collaborative sequences of the
  74. unit were exciting and the student rubric
  75. was supportive of providing encouragement and achievement
  76. to the students throughout their unit Completion
  77. as this is directed to primary students,
  78. I did feel that the rubric supported them adequately and encouraged a
  79. developing knowledge and understanding of what a rubric is actually intended for,
  80. which is going to be really important for them in the future.
  81. I chose to initially use Canberra to create
  82. the digital poster assessed as the final task.
  83. This is a programme that I'd heard of but not used before myself. It was it was simple.
  84. It provided templates to support learners at various levels of knowledge.
  85. From there, I chose Pressey to be my digital storyteller.
  86. I just discovered that I could use a power point production
  87. and upload this onto process to further create the digital story.
  88. Crazy is a totally new platform for me.
  89. Once again,
  90. I found there were supports within the
  91. software that supported my level of knowledge,
  92. and it made this possible for me to succeed at
  93. ADF 5036 as a unit has opened a new window to my professional future.
  94. Throughout the tutorials,
  95. I learned great great creativity and inspiration for teaching collaborative
  96. collaboratively and within a framework that improves student outcomes.
  97. I have new depth to my understanding and ability to create pedagogical
  98. practises that are going to engage and integrate the enquiring mind.
  99. Thanks.