Video Analysis 2

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1 VIDEO ANALYSIS Video Analysis Brittany Santiago School of Education, Liberty University Author Note Brittany Santiago I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Brittany Santiago Email: bsantiago16@liberty.edu

2 VIDEO ANALYSIS During the lesson, the teacher broke the instruction into three sections: modeling, guided practice, and independent work. To begin the modeling, the teacher explains what the students will learn. Instead of simply diving right into the lesson, she started the students out with a positive mindset by describing why they would be learning this material. She also used phrases like “get to practice” when talking about the information which provides a more relaxed mindset for the student and prepares them to work without being fearful of the material. Slavin & Schunk (2021, p. 348) state that by establishing a positive mindset, students will be more eager to learn and be present during the lesson. A second strategy that the teacher used in the video was worked examples. The teacher is seen reading a piece of a story to the class, she then stops and tells the students what she is going to stop and think about to summarize what she has read (Pearson Education). Using worked examples helps students learn what strategies to use when it is their turn to practice (Slavin & Schunk, 2021, p. 352). The final strategy that the teacher uses is a learning probe. While teaching the students about summarizing text, the teacher often stops and asks the students for feedback. This strategy provides the teacher with feedback from students so they know how much they understand what they are learning while also allowing the students to test their knowledge of what they have learned so far (Slavin & Schunk, 2021, p. 352). The lesson I would teach would be to a high school English class on analyzing sources and creating strong arguments. To do so, I would use true crime material, informing students that the main objective is to argue if true crime material (podcasts, documentaries, etc.) is ethical/problematic or beneficial. To teach this lesson I would use whole-class discussion where students will use sources to argue their stance. This method would be used closer to the end of the lesson to allow students to have a better understanding of the sources. During the whole-class discussion, the teacher would have little to no role in the discussion (Slavin & Schunk, 2021, p.

3 VIDEO ANALYSIS 364). This would allow students to test their skills in analyzing and citing sources. Another strategy that would be used is Student Teams-Achievement Divisions. This would be used to test student’s ability to analyze the biases or limitations of a source once the teacher has taught it. This method allows students of different abilities to learn together to master the material. While there would be a quiz, it would be to test that students have grown in ability and not specifically on the accuracy of each specific answer (Slavin & Schunk, 2021, p. 200). The third strategy that would be used would be the learning probe seen in the video. This is a simple strategy that could be used multiple times throughout instruction to continuously test student’s comprehension. Proverbs 27:17 states "Iron sharpens iron, and one man sharpens another" ( New International Version , 1984). This verse emphasizes the importance of collaboration and mutual edification in learning. In a group discussion or collaborative work environment, individuals can learn from each other, challenge each other's perspectives, and ultimately grow together. This also highlights the strength that comes from working together. In education, group work fosters teamwork, accountability, and shared responsibility which leads to more effective learning outcomes. This is something that is seen in many of the learning strategies such as the group discussion or the Student Teams-Achievement Divisions. Another verse that informs my thoughts on these strategies is Proverbs 15:22 “Plans fail for lack of counsel, but with many advisers they succeed” ( New International Version , 1984). With group work, students will learn that seeking input and wisdom from others can be crucial when making informed decisions or solving problems effectively. Group discussions provide an opportunity for diverse perspectives to be considered which leads to well-rounded solutions and a deeper understanding of the material.

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4 VIDEO ANALYSIS References The Holy Bible, New International Version . (1984). International Bible Society. (Original work published 1973). Slavin, R. E., & Schunk, D.H. (2021). Learning theories: EDUC 500 (2nd ed.). Pearson.

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