Assignment+1+Part+B+-+Critical+analysis

Hi Mich & Suz

Please see the below links for Part B that I found would be useful in answering the questions especially question one. NSW model of pedagogy as a framework to reflect on PDHPE programs and practice: []

Draft Shape of the Australian Curriculum:Health and Physical Education
[]

not sure if you have used these or not. let me know if there is anything I can do for proofing, polishing and finaisling assignement. I will be glued to my desk from lunch time saturday until very late Sunday and contactable by phone as well :) - Christie. I'll continue researching more reports and info online for you as well.

Chrisite & Michelle Final

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Courtley & Tameika Kristy & Suz's Final (Part B)


 * SUZ- Hi guys- just some info on selecting rationale for Part B**

No matter how you organise the work and workload, Part B remains a group assignment. Therefore, I would encourage your group to discuss from the outset the rationale for selecting the THREE presentations. Based on the outcome of that discussion your pairs would select an appropriate presentation then compete the critique. So the rationale (20 words) may read something like: Our group presentation focused on cardio-vascular disease. This is one of three critiques of presentations with this health priority area. Our group interest is Stage Three Health Education. This is one of three critiques of presentations which focused on S3. Feedback on our group presentation was critical of our learning activity. Consequently, we chose three presentation with different pedagogical approaches. Please DO NOT quote these examples directly. They are offered simply as an illustration of how a group working in pairs can demonstrate a co-ordinated effort. All that to say, alignment is expected. To your second question about references - your assumption aligns with my expectations. My expectations are based on my belief that the critique can only be referenced to knowledge and understandings sourced to unit or further readings. Those who have completed the //Independent Study// for EDPE346 will find it easier to make connections to this literature. I do hope this response provides my perspectives.


 * Suz- in reference to the last question in Section 2.**

The final question asks those responsible for the critique of the learning experience to reflect on their work. To reflect on their ability to break Health Education into its essential elements (assumptions, ideas, concepts, principles, practices etc), see what has been (or has not been) adopted or applied and then think more deeply about what may have been adopted or applied to make the learning activity more effective. In this context: So I'm thinking about a learning activity whereby children in a Stage 1 class are asked to find pictures of food in magazines, cut them out and paste them on a food pyramid. They have a poster of the food pyramid to guide them Realise this example is not well written as it should give more detail of the models for health behaviour but I hope it helps to convey the meaning of this last question.
 * If you have looked at the elements of "quality" Health Education that have been adopted or applied and decided "no problem with any of that" then you have **ENDORSED.**
 * If you have looked for the value of elements that have been adopted or applied in a positive light and decided "that is all good" then you have **EVALUATED.**
 * If you have looked at the elements in both a positive and negative light with a view to further improvement and decided "we can improve on this if... because ....." then you have **CHALLENGED**.
 * I endorse the activity if I accept the assumption that children who understand all concepts on the poster and can apply those concepts using visual images of foods will then apply this knowledge to their own food choices.
 * I evaluate the activity if I see the worth of children actively seeking, cutting, pasting and categorising (their busy, active and even having fun!!) to learn about nutrition and health promoting personal food choices.
 * I challenge the activity if I offer a model of health behaviour or health behaviour change to identify a disconnect between knowing the food groups, categorising food and making nutritional food choices. I offer a further step to connect theory to practice.

From Judy's responses in Moodle: The critical analysis requires for you to look at the presentation and to either indicate that this presentation has alignment between the Health Priority Areas, the Context Analysis, and all other parts of the original question or identify where the group could have improved this feature. If you can see how this could be enhanced through greater alignment or deeper theoretical foundations, then you would include that in your critical analysis. I trust this is of assistance.

Hi Judy Annette When we are writting our comments in the summary of the critical analysis section for the three individual worksheets, can we comment generally on the overall Power Point presenation or should try to keep our comments more related to the focus questions and the learning activity.

Yes that makes sense - Well for me, I can see there is merit in commenting overall. If there is an opportunity to critique the learning activity - then that is something I am particularly interested in seeing because it is the starting point for many teachers' selection of learning engagement - and it would be good to see you analyse that in a critical way. There may be other ways that you see (bigger picture) that can add to this process and if that is taking the overall presentation view, that may be relevant. Judy