MH-EDLC510-M6-EVALofVideo
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Feb 20, 2024
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EVALUATION OF VIDEO
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Evaluation of Video Lesson Assignment
Mariesha Harris
School of Education, Liberty University
EVALUATION OF VIDEO
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EVALUATION OF VIDEO LESSON
1. Do the instructional activities in the lesson adequately support the lesson objective? Explain how the activities do or do not support the lesson objective
.
Yes, the instructional activities in the lesson supported the lesson aims. The teacher, Mr. Willoughby, introduced the standard and the objective to the class with both a lecture and power point. A lecture and a power point are two types of organized, systematic instruction (
Orlich et al., 2018). One thing that caught my attention is how he read the standard and goal, and had the class repeat him. This helps deliver information through a spoken presentation by using visual aids to enhance understanding. Mr. Willoughby did a fantastic job of explaining the content, inserting goals, and guaranteeing the students understood what they were learning. As he continued with his lecture, he made sure the activities supported the lesson and made a point about “attending to precision.” Attending to precision is a crucial part of math because it ensures math solutions are correct and promotes consistency (Otten et al., 2019). Precision helps cut ambiguity and promotes critical thinking. Mr. Willoughby wanted his students to know that they should be incredibly careful to write down the correct numbers and not to rush through math problems (LLG, 2015). In the book Proverbs 16:23, it says that “The hearts of the wise make their mouths prudent, and their lips promote instruction” (Hengeveld, 2019). This verse emphasizes the value of wisdom in communication and instruction. Mr. Willoughby applied his teaching principles to instructional activities, making certain his students were learning effectively. Mr. Willoughby did an excellent job introducing the lesson, as he lectured with visual aids. He conducted hands-on activities during group work which involved real world situations to understand the fractions. By concluding the lesson, he summarized what was learned and let the class know they would be doing more independent practices coming up.
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2. Does the teacher effectively manage the classroom? What management strategies are used in the lesson? Which strategies are the most effective? Which strategies are least effective?
Yes, Mr. Willoughby effectively managed the classroom. During this lecture, the students
presented active listening to what was being presented. The students were respectful and only talked when they were instructed. Mr. Willoughby created a positive learning environment from the start to finish. When students experience a caring and stable work environment, it creates a sense of belonging which leads to positive thinking. A positive class environment can have a profound impact on a student’s mental health like being a provided safe place where they can stay connected to content, improve social skills, and even serve as a place of purpose and belonging (Morin, 2022). Mr. Willoughby set clear and consistent expectations for behavior while genuinely teaching them their lesson. To not make the content boring, he made a few jokes
to keep the children’s attention. Humor can diffuse tension and create a relaxing atmosphere. The
classroom was arranged where all students could see, and desks were partnered up for group work. Chapter 11 of the textbook states that classroom arrangement is an important monitoring strategy. Teachers should arrange desks and tables that contribute to effective instructional time. Two aspects a teacher should consider when setting up a classroom are the ability to see all students and the circulation pattern proved (Orlich et al., 2018). Mr. Willoughby did a decent job
walking around the class as he lectured and checked the students as they worked. Proverbs 22:6 emphasized the importance of early guidance and education. In the context of classroom management, it suggests that by providing students with a sturdy foundation of knowledge, values, and positive behavior, educators contribute to the well-being of the students. It says, "Start children off on the way they should go, and even when they are old, they will not turn
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from it." (Hengeveld, 2019).
3. How does the teacher meet the needs of students who are culturally or linguistically diverse? What strategies does the teacher use to ensure that all students are able to make sufficient academic progress during the lesson? How could the teacher incorporate more differentiation into the lesson?
Mr. Willoughby used one strategy that stood out. He made sure to be aware of his language and differentiated his teaching methods throughout the lesson. As he instructed the students about fractions, Mr. Willoughby used academic language. Academic language is the dialogue required by educators for students to be aware of in the subject being taught (Orlich et al., 2018). When lecturing, Mr. Willoughby used words and defined the meaning of them for the class. He explained the math terms in a way for students to understand the meaning (Barr et al., 2019). Another strategy he used was allowing the class to partner up for group work. This allowed students to work with their neighbor instead of allowing them to choose a partner they are friends with. The advantage of this is culturally or linguistically learners had the opportunity to work with a partner their age to better understand the math work. In the Bible, Ecclesiastes 4:9-10 explains the benefit and strength of collaboration. It says, “Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up” (Hengeveld, 2019). Group work does not only enhance productivity, but it also supplies mutual support. 4. Does this teacher exhibit a Biblical worldview? Please explain how the teacher does or does not exhibit a Biblical worldview in this lesson. Consider the principles of humility,
repentance, reconciliation, and forgiveness.
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Teachers can demonstrate the principles of humility, repentance, reconciliation, and forgiveness through their actions, attitudes, and interactions with students. Mr. Willoughby religious background was never told, but he did exhibit a Biblical Worldview. He showed humility and repentance when he did not become upset with the students for being corrected. This allowed the students to see that it is okay to make mistakes as long as it is fixed. Mr. Willoughby showed reconciliation by encouraging open communication between students and being constructive with the lesson being taught (
Chandler, 2020)
. Students should always be offered to collaborate with others which helps promote harmony as it gives students the practice of leadership skills (Orlich et al., 2018). He could not model forgiveness, because all students were on their best behavior. If a student displayed bad behavior, he could have forgiven them for
their mistakes and allowed a second chance. Mr. Willoughby displayed empathy building by teaching listening skills and encouraged peer support. This video demonstrates how teachers should be passionate about their calling and how well teachers should be a leader and connect with their students. Colossians 3:23-24 says "Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance
from the Lord as a reward. It is the Lord Christ you are serving." (Hengeveld, 2019). This verse encourages Christian teachers to approach their work with dedication and excellence, recognizing that their service is ultimately unto the Lord. Mr. Willoughby showed he loves his job and will do everything necessary for students to understand the lesson.
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References
Barr, C. D., Uccelli, P., & Galloway, E. P. (2019). Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument. Language Learning
, 69
(4), 978–1021. https://doi.org/10.1111/lang.12365
Chandler, D. J. (2020). Creation Care: A Call to Christian Educators and Church Leaders. Christian Education Journal: Research on Educational Ministry
, 18
(1), 112–
128. https://doi.org/10.1177/0739891320947103
Hengeveld, N. (2019). Colossians 3:23-24 (NIV)
. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Colossians+3%3A23-24&version=NIV
Hengeveld, N. (2019). Ecclesiastes 4:9-10 (NIV)
. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Ecclesiastes+4%3A9-10&version=NIV
Hengeveld, N. (2019). Proverbs 16:23 (NIV)
. (n.d.). Bible Gateway.
https://www.biblegateway.com/passage/?search=proverbs+16%3A23&version=NIV
Hengeveld, N. (2019). Proverbs 22:6 (NIV)
. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=proverbs+22%3A6&version=NIV
Leverage Learning Group, Inc. (2015, June 29). 5th Grade Adding and Subtracting Fractions
[Video]. YouTube. https://www.youtube.com/watch?
v=v5BLmWlwTQU
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Morin, A. H. (2022). Promoting Positive Social Classroom Environments to Enhance Students’ Mental Health? Effectiveness of a school-based programme in Norway. International Journal of Educational Research
, 113
, 101966. https://doi.org/10.1016/j.ijer.2022.101966
Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D. (2018). Teaching Strategies A Guide to Effective Instruction
(11thed.).
Otten, S., Keazer, L. M., & Karaman, R. (2019). Teachers’ Talk About the Mathematical Practice of Attending to Precision. Journal of Mathematics Teacher Education.
, 22
(1), 69–93. https://doi.org/10.1007/s10857-017-9375-1