Artifacts: An Instructional Strategy

Knowing the Past Works – Artifacts

Assignment #1

Presented to the

School of Instructor Education

Vancouver Community College

In Partial Fulfillment

Of the Requirements of

PIDP3250 Instructional Strategies

Doug Mauger


Gloria O’Donnell

October 15, 2015

Knowing the Past Works – Artifacts

Guiding Questions

Best Practices

This activity although it has been adapted to facilitate a group of people that have a diagnoses of dementia, I believe that artifacts could be used in every instance, with every group by gaining insight to the needs and requirements of that group.

Elizabeth Barkley provides examples of how to use artifacts online (Barkley, E. F., 2010. P. 162-163, 49). Barkley also critiques this technique by saying that it is a collaborative project and provides space for discussion (Barkley, E. F., 2010. P. 161). This student engagement technique seems to be adaptable and versatile for all audiences.

Personalize…how I would use this strategy

Knowing the Past Works

Perfect Session (Lesson)

  1. Stimulation kits are use in the dementia world to:
  • promote long term memory
  • build self-esteem
  • elevate emotional well-being
  • expand interpersonal relationship
  • enhance communication skills
  • increase life satisfaction
  • sharpen cognitive skills
  • inspire memory sharing
  • address psychosocial needs
  • decrease social isolation
  1. Kinds of Stimulation kits (box) could include memorabilia:
  • Wedding box
  • Barber
  • Veteran
  • Hats
  • Nature
  • Angels
  • Around the house
  • Travel
  • Cameras
  1. To craft the prompts, this could be done with items in the home, specific hobbies could be used (stamp collector), garage sales, family and staff could participate with contributing towards a theme, or a newsletter could be used to request themed items.
  2. The participants will report their findings verbally in a social setting for example sitting at a kitchen table or in the living room. In sense this could be seen as Narrative therapy.
  3. Using artifacts can be used for 1:1 interaction, small group (4-6), or larger group activities for instance as a theme to celebrate Grandparents Day – September 11, 2016!

Roles for Facilitator (educator)

To gather artifacts

To coordinate participants

Roles for Participant (learner)

To share an experience which could include “…curiosity… stimulate ideas…” (p. 161)

The participants in the group will be at a various stages of the disease process and will communicate at the level that the disease is allowing.


“Images and objects can be more evocative than text”

Elizabeth Barkley


I have researched online for an embarrassing long tome attempting to find critics to this approach and was not able to find a reputable rebuttal.


My personal reflection on this assignment is NUTS! I taught myself how to make a movie…I enhanced my knowledge on artifacts and was able to use this new knowledge towards my passion – dementia. I have been introduced once again too many people that speak the way I understand – thank you to Elizabeth Barkley and her book Student Engagement Techniques for compiling her knowledge and thoughts on this topic.


Barkley, E. F., 2010. Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA. Jossey-Bass

Delisle, J. R. (2015). Differentiation Doesn’t Work.

Dodge, J. Differentiation in Action. Chapter 2. Differentiating Instruction During the Three Phases of Learning. Retrieved October 14, 2015

O’Donnell, G. E. Created October 15, 2005

Robb, L. What is Differentiated Instruction? Retrieved October 14, 2015

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