VIDEO ASSIGNEMTN

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Liberty University *

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Feb 20, 2024

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Video Analysis Tool: Long-term Retention Assignment School of School of Education, Liberty University Author Note I have no known conflict of interest to disclose. Correspondence concerning this case study should be addressed to.

1. After analyzing the teaching video, describe 3 different strategies the teacher used to facilitate student learning. The teacher uses a variety of teaching strategies in this video, such as guided practice, modeling, direct instruction, and independent practice. She begins by using direct instruction, which is an approach that focuses on providing students with knowledge directly and planning class time to effectively accomplish particular goals (Slavin & Schunk, 2018, p. 326). When a teacher uses direct instruction, they make sure that pupils understand exactly what has to be done and how to execute it. Modeling is the instructor's second method of training. She reads the introductory tale to the class to start the session, and they work together to summarize it. The third tactic blends autonomous and supervised practice. Because students use the abilities they have gained via direct instruction and modeling, these two approaches are grouped together. During guided practice, the instructor helps students by leading them to the right answers with pertinent questions. In contrast, students work together with their peers in individual practice to hone their skills without the need for direct teacher guidance. 2. Imagine you are teaching a lesson on a topic of your choice. Describe the lesson and articulate what types of teaching or learning strategies you would use to build long-term. retention and to facilitate learning for the students in your own classroom? The class is planned for a middle school science lesson that focuses on gravity and wind resistance. Making parachutes throughout the class will serve as an example of the concepts being covered. First, the class will cover gravity with the help of visual aids such photographs showing people jumping out of planes and showing how skydivers use their parachutes. There will be a class discussion about how skydivers land safely on the ground. By choosing students at random to answer questions regarding the topic, I will invite them to take part in the class discussion. Simultaneously, I will illustrate the principles of air resistance and gravity on the whiteboard and encourage students to replicate the pictures onto their worksheets.

The class will then watch a demonstration of making parachutes out of tissue paper and string. Students will be able to ask questions as they observe, and then they can opt to either work in groups or alone to create their own parachute models. I will move about the classroom during this hands-on portion, offering support and direction to each kid. After finishing their parachute models, the students will drop them and record their observations in order to perform experiments. Students will work independently to create diagrams that show how their models worked as the exercise comes to a finish. This comprehensive strategy seeks to enhance their comprehension of wind resistance and gravity through hands-on experimentation and artistic expression. 3. Now consider the biblical approach to education to inform your thoughts on this topic. Consider a passage of Scripture and/or a fruit of the spirit to support your approach to implementing these teaching and learning strategies. The English Standard Version of Timothy 3:16-17 says, "All scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be competent, equipped for every good work." After giving this bible chapter some thought, I see it as a profound manual for efficient instruction. Teaching is a strategy that requires serious thought and analysis, much like studying God's Word. We use a similar approach when summarizing readings, just as we frequently study the scriptures, dissecting each verse to determine its meaning. This entails a methodical procedure of dissecting the text, reflecting on the meaning of each word, and letting the mind take in the important lessons being shared. Given the Bible's acknowledged complexity, reading it carefully and patiently is necessary. For me, a verse requires multiple readings in order for me to fully understand it; I have to consider each word carefully.

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Through the use of the summary technique, my understanding of every biblical verse increases. This approach, which breaks down the text and considers its important lessons, not only fits with the regard for God's Word but also deepens knowledge.

Reference Slavin, R. E., & Schunk, D.H. (2021). Learning theories: EDUC 500 (2nd ed.). Pearson The Holy Bible, new international version. (1984). Grand Rapids: Zondervan Publishing House.

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