Artefact 3 is a brief overview of how to use Canva for a collaborative mind mapping and brainstorming activity. This resource would be effectively implemented into every lesson that requires revision. The Teach Like a Champion (Lemov, 2021) model is designed to ensure lessons are structured, this resource can be effectively implemented as a ‘Do Now’ for students to walk in and complete as they are getting ready for the lesson. The ‘Do Now’ strategy is great to use as it leaves little room for unfamiliarity. If consistently used every lesson, students will know to come into the classroom and immediately know where to find what they need to do and start completing the task. This resource will be constantly loaded so the class can see when someone enters an idea onto the page. This allows the students to constantly check what everyone is writing so they can see if they are on the right track with their revision. In a year 10 Visual Art Classroom, students will utilise this space to describe artworks as the curriculum requires students to be able to investigate the ways that artists develop personal expression and challenge ideas (AC9AVA10E01) (ACARA, 2025). The middle of the brainstorm will feature a photo of an artwork, and students will be required to enter visual conventions that they see within the work, as well as meaning and materials and processes. This assists students by introducing them to various types of artworks and artists and providing space for them to seek inspiration. This activity can be used in the teaching and learning section of the unit as a forming ideas prompt. The teacher can display works from artists that they wish to investigate for an assessment piece. The students are slowly introduced to new styles of art before they are required to use their inspiration to make an artwork. Canva is a multitool that can also be used for students to compile their learning into an artist’s folio. Students can be as creative as they like by using the features that Canva offers and can engage with their templates. This resource aims to target behavioural, cognitive and emotional engagement through various ways. Cognitive engagement is targeted in this resource through setting simple tasks at the start of each lesson like writing down a couple of answers to the prompt. Students are slowly introduced to the content in chunks to avoid overload of information. Canva can be organised in many ways to allow for students to work in chunks and towards having an interest in the content. The teacher can use the brainstorming pages as evidence when identifying patterns of students who are disengaged based on how much or little they write in the map. Behavioural engagement is attempted to be increased by using the resource by allowing students the opportunity to be present in discussions and collaborative work. The resource is unlimited in elements that can be used, making it customisable for each student which can increase effort applied to assigned tasks. Emotional engagement is a vital component to the development of year 10 students and their learning. The resource can be used to connect with students and build their trust by creating a space where all answers are welcome and discussed. The teacher can customise the template to reflect the interests of students (Frazelle, 2025) so they can feel a sense of belonging and commonality. This resource can be used to establish expectations of the class to ensure the safety and support of all students. The intention of this resource is to reflect Belshaw’s eight digital literacies, all eight can be targeted whilst using this resource but some main ones are communicative, creative and constructive. The resource requires students to work with their peers which they will need to develop the skills of the three main digital literacies listed. Students can easily access this device via online access and a link sent via their teacher. The resource allows images to be used so for students who are low literacy learners, may be allowed to input some images of their answers instead of typing them. Like all resources, there may be limitations to the effectiveness of this resource as some schools may not have access to devices or be allowed to use a log in. Because the resource is unlimited, students may include items that are inappropriate and off task. With clear expectations and structured learning, this can be limited. Overall, this resource can be effectively used in the classroom as a warm up, idea generator and a collaboration space.
