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Video Reflection Assignment
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School of Education, Liberty University
Author Note
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I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to name.
Email: email
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VIDEO REFLECTION ASSIGNMENT
Three strategies are used to facilitate student learning.
The educator herein gave an excellent presentation expanding from the story Long Ago and Far
Away. The students in the captured video appear to be around seven or eight years old. I surmise the
students may be in the second or third grade. This assumption on my part would subject them to
Piaget’s Preoperational (symbolic thinking lacking logic) and Emergent Concrete (emergence of logical
thinking and concrete events) operational stages.
“In the theory of J. Piaget socialization is regarded as process of adaption to the social
environment, consisting in the fact that a child, who has reached a certain level of
intellectual development, becomes able to cooperate with other people, because he or
she already distinguishes his or her own point of view and coordinates it with those of
other people” (Rubtsov, 2020).
The instructor expanded on Piaget’s theory by providing visual examples, which he discussed,
expanded on ideas that were the topic of conversation, and guided students through a picture walk,
allowing them to make predictions. By repeating brief statements several times, the educator connected
language to emergent patterns of thought and more concrete critical thinking. The picture walk, in
particular, required an understanding of the conversation and more logical, symbolic, and creative
thinking. “That same exercise was scaffolded, as parallelled Vygotsky’s Zone of Proximal
Development (ZPD) model, allowing independent thought but provided assistance in developing ideas
or responses. “For Vygotsky, an interrelated hierarchy of concepts––superordinate concepts to
subordinate concepts––establishes a concept system (Vygotsky, 2012, as stated in Pietsch, 2023). The
student-centered approach permitted students to draw whatever they wanted that was relevant to the
topic of discussion. “The idea of acquiring (mastering) a function as initially divided between the adult
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and the child was most fully implemented in the method of double stimulation developed by L.S.
Vygotsky and L.S. Sakharov” (Rubtsov, 2020). Social interaction occurred when students were allowed
to respond collectively, individually, as well as when they rose from their seats, gathered together in the
front of the classroom for an exchange, and then marched back to their chairs, each step in cadence
with the syllables of the spoken instructions. While there may have been some missed opportunities to
further explain or elaborate on specific ideas, doing so might have detracted from the overall message,
potentially creating too many gaps for the majority of the very focused students. Support staff appear to
be present for those students who seemed to have some conceptual struggles, such as the child who
experienced difficulty turning to page seventy-five.
What I do would different
While I presume students have had previous exposure to the story, "Long Ago and Far Away," I
might have read the story aloud to keep the content fresh, reinforce particular details, and allow the
students to follow along visually. I would present the question of the day before and after the read-
aloud. During the discussion focusing on the futuristic aspect of “far away,” robots were used as an
exemplar of what the future might look like. “The generalization of a concept allows the adult to
communicate with a child…” (Pietsch, 2023). While it was not the worst example, I would argue that
the idea of robots is already present, somewhat lacking a futuristic perspective. The visual descriptor
was an archaic robotic dance, although the movements did make me chuckle as I thought of George and
Judy Jetson’s robotic maid, Rosie. A good real-world example, albeit also noted in many movies,
including Star Wars, might be the hovercraft. An image of today's hovercraft, which can only
accommodate one person, compared to the hovercraft depicted in Star Wars, as well as Meet the
Jetsons, and many more modern movies and programs, might have been more expansive, yet truly
imaginable for young learners. I did admire the overall student-centered approach.
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Scripture aligns with the teaching strategies.
Philippians 4:13 is the first verse that comes to mind: “Christ is the one who gives me the
strength I need to do whatever I must do.” This passage provides great strength in all aspects of life and
is a great way to start the day. Whatever the plan or lesson, we are reassured that we can be successful.
I have been described as direct, stern, blunt, and even aloof. While I disagree, the teachings in Luke
cautions me to soften my approach, as well as reminds me to consider as many angles as possible to
encourage deep thinking, “Students are not better than their teacher. But when they have been fully
taught, they will be like their teacher” (Luke 6:40) In our teachings, we can assure our youth that they
too can be successful, maybe even masters! Likewise, I am cautioned not to be too critical when
redirecting. Colossians 3:21 cautions me, “Fathers, don’t upset your children. If you are too hard to
please, they might stop trying.” In maintaining a student-centered approach, we must remain relatable
and inspirational so that our students not only hear our words but also comprehend our lessons and are
encouraged to participate in the communication exchange. James 3:1 reminds us that we have been
called, and not to take the livelihood of our educational path lightly. “My brothers and sisters, not many
of you should be teachers. I say this because, as you know, we who teach will be judged more strictly
than others.” “The mature Christian possesses the necessary concepts to categorically think through the
various theological implications of such a passage, while the new believer struggles to comprehend the
theological implications” (Pietsch, 2023).
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References
Biblia Hebraica Stuttgartensia. Easy Read Version. (1984). Colossians 3:21. BibleGateway.com.
Online resource. Retrieved June 15, 2025. https://www.biblegateway.com/passage/?
search= Colossians%203%3A21%20&version=ERV
Biblia Hebraica Stuttgartensia. Easy Read Version. (1984). James 3:1. BibleGateway.com. Online
resource. Retrieved June 15, 2025. https://www.biblegateway.com/passage/?search=James
%203%3A1&version=ERV
Biblia Hebraica Stuttgartensia. Easy Read Version. (1984). Luke 6:40. BibleGateway.com. Online
resource. Retrieved June 15, 2025. https://www.biblegateway.com/passage/?search=Luke
% 206%3A40&version=ERV
Biblia Hebraica Stuttgartensia. Easy Read Version. (1984). Philippians 4:13. BibleGateway.com.
Online resource. Retrieved June 15, 2025. https://www.biblegateway.com/passage/?
search= Philippians%204%3A13&version=ERV
Pietsch, E. P. (2023). A Metacognitive Analysis of Conceptual Thinking in Spiritual Formation
Utilizing Vygotsky’s Concept Theory. Christian Education Journal. 20(2), 245–265.
https://doi.org/10.1177/07398913231203261
Rubtsov, V.V. (2020). Two Approaches to the Problem of Development in the Context of Social
Interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5–14.
https://doi.org/10.17759/chp.2020160302
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