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Teaching Examples Critique Assignment
Thulasi D. Williams
EDCO 725 Teaching and Learning
Dr Jackie Craft
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Introduction
This paper will review, analyze, and critique two different teaching demonstrations and styles.
The critique is established on crucial teaching styles and skills and how well the lesson plan is
furnished to the student. Strength and weakness will also be analyzed after viewing each
presentation. I will also acquire the knowledge and information and apply it when instructing
adult learners.
Teaching Examples Critique Assignment
The Teaching example assignment is established on Vicki and Julianna's teaching techniques,
skills, and learning styles. Vickie and Julianna had two different unique approaches and
demonstrated techniques that will enable students to learn critical thinking and comprehend. In
the first video, Vickie indicated adverse childhood experiences and targeted the efficacy of ACE
within rural and urban communities. Vickie also observed the student's knowledge and evaluated
their critical thinking skillfulness. Julianna reverses and critiques "Using Beck Depression
Inventory (BDI)to measure depression in the second video. Julianna used four students/learners
for her data & evaluation. she also engaged and interacted with the learners and assisted the
students in understanding BDI better.
Vickie – Presenter 1
Teaching Strategies
Vickie’s presentation utilized several teaching methods, such as allowing the students to teach
and explain to each other in a group discussion and verifying that students read and
comprehended what they had read during the weekend and learned about in a past conversation.
Vicki encouraged and uplifted the report's talk by having the learner's/students’ summaries and
allowing the students to think critically about the themes (McKechie & Svinicki, 2014). Vickie
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began her lesson by engaging the class in a group discussion where students defined Adverse
Childhood Experiences, ACE, in their own words. And why it is essential for future educators
that they understand the signs and how to assist and deal with students suffering from trauma
successfully. The group discussion gave students a chance to remember or “refresh” what they
had previously learned on the topic and then continue with the lesson. Vickie utilized the
PowerPoint presentation, which visually stimulated and assisted the students. Established on
McKeachie & Svinicki's (2014) readings, Vicki gave the prospects for the students to think and
comprehend the knowledge offered in the article to display their knowledge learned. She
demonstrated to the students the transparent element of teaching one another through discussion,
interchange, and understanding of the data altogether (McKeachie & Svinicki, 2014). Using
PowerPoint and writing on the paper allowed the students to actively think and work as a group
by giving “key” elements that they thought were important or needed more attention.
Graduate Level Elements
Throughout the lesson, Vickie demonstrated a professional demeanour in which she presented to
the class her level of knowledge of the topic. She did not show any apparent signs of nervousness
which displayed her confidence in her understanding of what she was teaching, demonstrating a
graduate-level presentation of learning and teaching. Her techniques of progressing the students
from a basic level of thinking to a higher level display a higher educational level of performance.
Throughout the teaching plan/lesson, Vickie is portrayed as having variant behaviours.
According to McKeachie & Svinicki (2014), this behaviours is an individual action of an
instructor/teacher that is an excellent associate that facilitates and maintains consistent discussion
through active listening and acceptance of the student's opinions and views.
Evident principles of Adults Learning
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Vickie utilized group discussions which engaged the students in several adult learning concepts.
Vickie cultivated andragogy and virtually exhibited the characteristic of the students rather than
the nature of learning (Merriam & Baumgarther, 2020).
At the same time, she taught the students. She allowed students to self-reflect on their knowledge
and personal experiences related to the topic, which contributed to the student's thought
processes of trauma, allowing them to further their research on the subject and related issues in
general. Vickie allowed the students to progress and learn throughout the group discussion.
Enabling the students to share essential elements that they believed to be interesting or key
aspects of the topic from the text allowed them to make sound decisions regarding their research
and understanding of trauma.
Learning Outcomes
The learning outcomes of Vickie’s lesson were not clearly stated. Still, one can conclude that her
outcome and goal for her lesson were to educate her students on how to understand and assist
students suffering from adverse childhood experiences successfully, ACE, how to identify and
know what resources educators possess and the knowledge they will have to successfully assist
the students which such issues as ACE and trauma. “Knowledge was presented as “skills and
abilities,” with the understanding that knowledge was the necessary precondition for putting
these skills and abilities into practice (Armstrong, (2010)”. The research and resources developed
from the study will ultimately help the student as a future educator when assisting students
struggling with trauma, ACE, and related issues. “Knowledge “involves the recall of specifics
and universals, the recall of methods and processes, and recall the pattern, structure, or setting
(Armstrong, (2010)”.
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Teaching Strategy Effectiveness
Vickie demonstrated several effective teaching strategies from group discussions, visual aids
such as the PowerPoint, physically writing on the paper, and giving students time for self-
reflection. From the self-reflection period and group discussion, students were allowed to reflect
on their own experiences and gain knowledge and, at the same time, ask questions to gain further
understanding from the research and group setting. This method and approach will assist the
students in formulating, organizing, and analyzing the data and reframing it to become
appropriate and established on each student's experiences (Merriam & Baumgartner, 2020).
All the strategies Vickie used in her lesson were proven effective and successful.
Strengths & Weaknesses
Vickie demonstrated several strengths in her lesson, including her personal and physical
appearance and how she presented herself with confidence but not “overbearing” or arrogant.
Questions established by McKeachie & Svinicki (2014) are typical strategies that encourage
discussion and approaches consisting of interpretive, application, relative, and critical
questioning. Vickie’s group discussion, which allowed the students to ask questions, share, and
replies to the research, was an excellent method that assisted the students while learning. Overall,
I would congratulate Vickie on a successful lesson which her students benefitted from. As a
weakness, I did not see any faults in her class.
Application to your Presentation.
Vickie’s lesson and group discussion allowed the students to learn and question what they were
learning. A group discussion with questions and the answer turned into a critical thinking
secession where students learned from the resources and were allowed a self—reflection period,
which aided in the learning experience indulging in a higher level of thinking and comprehension
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of the topic. The principle and goal involve using various methods and techniques and allowing
students to demonstrate the mastery of their knowledge in different ways.
Julianna– Presenter 2
Introduction
The second video I reviewed and critiqued is founded on "Using Beck Depression Inventory
(BDI). Julianna Davis established her presentation on Depression. She used four adult learners in
the classroom and engaged for her data, and she completely engaged with the learner, and I
enjoyed her manifestation.
Teaching Strategies
Julianna’s teaching strategies utilized critical elements from the Beck Depression Inventory,
BDI, to assist her adult learners in gaining a better knowledge and understanding of the
material on depression. Julianna utilized knowledge her students already possessed on
depression and used new methods from the BDI to assist the students in gaining a more
advanced understanding of the topic. She used the latest version of depression to assist and
educate the adult learners on how to interoperate future outcomes dealing with
depression.
Graduate Level Elements
Julianna engaged her students in group discussion and asked questions about depression and the
benefits of using the BDI as a resource and aid in determining the patient's levels of depression.
In the discussion question and answer portion, Julianna subliminally taught her students the
importance of the BDI, how to use it, and why by asking questions and giving insight and
instruction in detail about the BDI.
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Evident principles of Adults Learning
Julianna utilized instruction by putting the students into small groups and allowing them to work
together in groups. Juliana utilized the self-directed knowledge and experiential learning theories
to engage and teach the adult learners to comprehend, learn and use the BDI (Svinichi &
McKeachie, 2014). Julianna, when needed, provided herself to the students as a guide or
assistant more than an instructor. She did not force and was not overbearing to the students; she
allowed the students in their groups to utilize their critical thinking in a self-taught learning
experience. Julianna’s outcome of her teaching experience was a success; she managed to teach
her adult learners what she intended to teach them. Her learning objective was accomplished, and
her students successfully learned and comprehended the details of the BDI.
Learning Outcomes
Julianna’s teaching and learning outcomes we successfully achieved by her lesson. She presented
and taught what she intended to. Her lesson plan was adequately assembled and raised to the
educational level of her adult learners.
Teaching Strategy Effectiveness
Julianna’s teaching strategy was very effective and was proven a successful lesson. Her adult
learners and students successfully comprehended what she was teaching. The way she taught
them was presented to them in successful ways the students excepted, learned, and retained the
new material Julianna gave them.
Strengths & Weaknesses
Julianna successfully utilized active learning strategies to educate her students on the Beck
Depression Inventory and allowed them to realize the values of the BDI. The students
learned what an asset the BDI is and how to properly use it by delivering the test to their
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future clients—allowing the students to take the test themselves, so they understand how
to provide the test and what is expected from the trial. Having her adult learners take the
test is one of the several strengths of her presentation that I acknowledged, and thought
was a great asset. I did not notice any weaknesses in her presentation worthy of
mentioning, but improvements can always be made.
Application to your Presentation.
Julianna's teaching and learning style were engaging, and she portrayed confidence and
simplicity when explaining the date to the students. The learners had an explicit idea of the data
presented to them. Throughout the presentation, Julianna motivated the students and gave them
opportunities to critically think and apply the theory in class and the future. I loved her
presentation and "NO STUDENTS WERE LEFT BEHIND".
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Reference
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching.
Retrieved [today's date] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Brookfield, S. (2013). Powerful Techniques for Teaching Adults. San Francisco: John
Wiley & Sons, Inc. ISBN: 9781118017005.
Merriam, S. B., & Baumgartner, L. M. (2020). I am learning in adulthood: A
comprehensive guide. San Francisco, Calif: Jossey-Bass.
Merriam, S., Baumgartner, L. (2020). I am learning in Adulthood: A Comprehensive
Guide (4th ed.). San Francisco: Jossey-Bass.
Svinicki, M., McKeachie, W. (2014, 14th or later edition). McKeachie's Teaching
Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA:
Cengage Learning. ISBN: 9781133936794.
