Video Reflection Assignment
Andrea L. Jackson
School of Education, Liberty University
504: Educational Philosophy and Theories of Learning
Dr. Griffin
Video reflection assignment
Three Strategies
Throughout the lesson, the instructor used various techniques to facilitate student learning. The
first technique he used was modeling behavior. He had students put their hands on their heads to show
they were ready. He first modeled the behavior, and students followed, and he gave them positive
feedback back such as good job. He also defined the next step of each part of the lesson while engaging
his class with enthusiastic speech. Background knowledge of words helps them with repetition in
instructional strategies. “Students’ prior achievement and background variables (e.g, socioeconomic
status, gender) are statistically controlled to isolate the role of instructional variables (e.g, school,
teacher) on learning progress” (Shunk, pg.20).
The second strategy used was whole-class instruction by using oral responses to call on students
to answer questions and evaluate learning based on their responses. The teacher used prior knowledge
of vocabulary words to engage students in an oral response. Another example he used was having
students clap out syllables to words while walking around the classroom. According to Shunk, pg. 17,
“some students may have trouble translating what we know into oral expression due to unfamiliar
terminology, anxiety about speaking, or language difficulties. The teacher receives feedback by giving
them the meaning of the word and having them whisper their response, and then having them give the
response.
Lastly, the teacher used collaborative learning as a method of teaching in the classroom. He has
other teachers to give feedback on how the children are reading. For example, one of the teachers had
his students read like The Nutty Professor. He also used collaboration when working on assignments by
answering questions together as a class. He uses Direct observation by allowing other teachers to come
in to observe his classroom. In Chapter 1, page 16, it states, “Direct observations are contrasted with
reported observations, where others inform us that they observed instances of student behavior.
If I were teaching this lesson, what would I do differently?
I feel that the teacher did a really good job teaching this lesson; however, there are a few things I would
do differently. First, at the beginning of the lesson, I would still use the strategy that he used to model
correct behaviors. I would change the part where they are working as a whole class using the graph
organizer. I would give them an example of how to use the graph organizer by helping them fill in the
first blank, then have them complete the rest, working together in groups of two to help one another,
then come back together as a class and discuss the answers as a whole class discussion. The reason why
I would have my students work together as a group is that there are some who need extra support, and
this would be a way to provide that support. Another thing I would change is how the students clapped
out the syllables. I would probably have them start at the back of the classroom and move forward to
clap out the syllables. I would probably ask our guest teachers to join us to clap out the syllables that
they do not feel as though they are having to move seats, they are just joining in with the class. I feel like
this teacher was very engaging, so there is not much difference that I would make to teach this lesson.
He also taught me how to become more engaging with my students.
Scripture that aligns with teaching strategies
The bible shows that modeling behavior is a central teaching strategy, where teachers and
leaders are called to be an example to others by imitating Christ.1 Corinthians 11:1:(NLT) Paul urges
believers to imitate him as he imitates Christ.1 Peter 2:21(NLT)Christ's life and suffering serve as an
example for followers to emulate. Hebrews 13:7(NLT) Believers are encouraged to observe and imitate
the faith of godly leaders. Titus 2:7-8(NLT) Teach Ephesians 5:1-2: Imitating God and walking in love is
presented as a way to teach. John 13:15(NLT)Jesus provides a direct example of humility and
servanthood by washing his disciples' feet, instructing them to do the same. He is trained to set an
example of good deeds, integrity, and sound speech. Biblical teaching strategies for large groups are
primarily found in the examples of Jesus and the Apostles. Their methods elaborate clear
communication, storytelling, visual aids, and a compassionate, prepared approach to address large
crowds and diverse audiences. Jesus often taught through parables or stories with a strong meaning.
One of those parables can be found in Matthew 13:2, 3, 34–35: "And great multitudes were gathered
together unto him, so that he went into a ship, and sat; and the whole multitude stood on the shore.
And he spake many things unto them in parables... All these things spake Jesus unto the multitude in
parables; and without a parable spake he not unto them" (KJV). The Apostles and other believers taught
large group teaching strategies, Ephesians 4:11 16: "So Christ himself gave the apostles, the prophets,
the evangelists, the pastors and teachers, to equip his people for works of service, so that the body of
Christ may be built up". Scripture highlights that working together is more effective than working alone.
For example, Ecclesiastes 4:9–12 states that "Two are better than one, because they have a good return
for their labor" and that "A cord of three strands is not quickly broken". The importance of unity is also
stressed in 1 Corinthians 1:10 and Philippians 2:2, which call believers to be "perfectly united in mind
and thought" and "of the same mind".
References
Holy Bible: New Living Translation. (2015). Tyndale House Publishers. (Original work published 1996)
Schunk, D. H. (2020). Learning theories: An educational perspective. (8th ed.). Pearson.
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