Evaluation of Video Lesson

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Liberty University *

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502

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Mechanical Engineering

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Feb 20, 2024

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EDUC 510 E VALUATION OF V IDEO L ESSON T EMPLATE 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. The instructional activities utilized by Mr. Willoughby in the lesson were supportive of the lesson objective. According to Orlich et al. (2018), “the purpose of creating objectives . . . is to provide intent and direction to your instruction” (p. 90). Mr. Willoughby read the students the title of the lesson, and then he had the students repeat what he said. By doing this it creates an understanding and gets the students engaged. He then used sample problems that showed the objective goal of estimating answers by using number sense and benchmark fractions. Mr. Willoughby had the students work with a partner to discuss ways to solve the problems and had them work through the problems with their partner, then on their own. He also had great visuals with blocks and dry erase sheets for the students right in front of them. This provides the students with visual representation. Evidence Based Math Instruction states, “Visual representation is a way for students to see math… Visual representation is often used in an instructional approach called concrete-representational-abstract, or CRA” (Greene). Visual representation is big in this lesson because it allows the students to grasp the concept rather than just memorize it. In Proverbs 21:5 it states, “The plans of the diligent lead surely to abundance, but everyone who is hasty comes only to poverty” (ESV). Mr. Willoughby shows throughout the whole lesson that he planned the lesson around his students to provide them with a great way to learn. 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?

EDUC 510 Mr. Willoughby does a great job by managing his classroom. A great method that he used is asking his students questions and allowing them to respond. This gives students an opportunity to speak. Another great thing he does is put students with a partner and allow them to discuss the problems. It also seems that Mr. Willoughby has a good relationship with his students and his students respect him, and he shows respect to his students. How to Manage a Class Effectively says, “ Experts acknowledge that teacher-student relationship is the cornerstone of effective classroom management, and classroom management has the largest effect on student achievement” (How to Manage). Mr. Willoughby also manages the class by keeping the students engaged throughout the lesson. The textbook explains that there are two aspects a teacher should consider when arranging their classroom, “(1) your ability to see all students at all times and (2) the circulation patterns that you establish” (Orlich et al., 2018, p. 339). Mr. Willoughby does a great job of this by the layout of desks he uses in his classroom. In Proverbs 27:23 it says, “Be diligent to know the state of your flocks and attend to your herds” (ESV). Mr. Willoughby walks around the students to monitor and assist as needed throughout the lesson, and by doing that he makes sure students are on task. 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 created a lesson that met the needs of students from different cultures and students that are linguistically diverse. He clearly did this by using multiple different strategies of teaching so that the lesson was clearly explained in every way. Barrett-Zahn

EDUC 510 (2019) states that “learning is certainly not a ‘one size fits all’ kind of experience. We learn in many different ways and through many different modalities and sources. Teachers have always been aware of these learning differences and have tried to accommodate and individualize learning to fit students' needs” (p. 6). Romans 14:10 says, “Why do you pass judgement on your brother? Or you, why do you despise your brother? For we will all stand before the judgement seat of God” (ESV). Mr. Willoughby shows that he respects each of his students because he goes out of his way to teach the lesson thoroughly to each student. One method he used is the wait time strategy. After asking a question he would instruct the students to think about the question and possible answers before he asked for answers or having them discuss with partners. This allowed the students to have time to think before rushing to raise their hand to answer. “English language learners or students with special needs will have some time to ponder the question so that they may respond appropriately” (Orlich et al., 2018, p. 227). There are other methods that Mr. Willoughby could have attempted such as demonstrations with his hands or handing out worksheets that allow students to try on their own. 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. It seems that Mr. Willoughby does exhibit Biblical worldview by his dedication to his students and the way he teaches. Orlich (2018) explains “if standing up and talking were all that on had to do, then teaching would be a snap, but there is far more to effective teaching than this” (p. 4). To be a good teacher, one needs to be dedicated to their students as the Lord is dedicated to His people. Mr. Willoughby clearly does a lot for his student, and it is easy to

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EDUC 510 see by the way he teaches this lesson. He makes sure the students really understand the lesson and he provide many ways for the students to learn, no matter if they are visual, audio, kinesthetic learners. Mr. Willoughby showed a completely thought-out lesson that joined different showing strategies, successful teaching the executives’ techniques, and separation that considered different foundation and learning levels. In Colossians 3:23 the Bible says, “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (ESV). Mr. Willoughby exhibits this by really caring about his students understanding, and he wants them to learn. He is a great example of a teacher who teaches with their heart in the right place. “One of the most important elements in the development of passion for teaching is the commitment and dedication of teachers to students and their learning. Passionate teachers are strongly committed to their work and can inspire their students and awaken their desire to learn” (Serin, 2017, p. 61). God so graciously gives each person a special gift and talent. Mr. Willoughby shows that he followed God’s plan for him because he has a passion for teaching his students, and he did not get that on his own.

EDUC 510 References Barrett-Zahn, E. (2019). Differentiated Instruction. Science and Children, 57(2), 6. http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com %2Fscholarly-journals%2Fdifferentiated-instruction%2Fdocview %2F2281718156%2Fse- 2%3Faccountid%3D12085 Greene, K. (2021, April 8). Evidence-based math instruction: What you need to know . Understood. https://www.understood.org/articles/en/evidence-based-math-instruction-for- struggling-students. How to Manage a Class Effectively . Future Educators. (2021). https://www.futureeducators.org/how-to-manage-a-class/. Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D. (2018). Teaching strategies: A guide to effective instruction (11th ed.). Cengage. Serin, H. (2017). The role of passion in learning and teaching. International Journal of Social Sciences & Educational Studies, 4(1), 60-64. https://doi.org/10.23918/ijsses.v4i1p60