VIDEO REFLECTION 1
Video Reflection Assignment
Jamie Zander
School of Education, Liberty University
VIDEO REFLECTION 2
Video Reflection Assignment
Teaching Strategy One
A strategy aimed at increasing student engagement was the teacher’s use of the “whisper release”,
whereby students were encouraged to think about the question just posed and answer collectively when
most are ready to answer. The students whisper into their closed fists to let the teacher know they have
an answer, then they “hold” it until the teacher is satisfied most know the answer. Blurting is also
reduced by this technique – according to CEEDAR Center, this would be a Tier 2 Supplementary
Intervention (McCray et al., 2018). The “release” occurs in unison, serving to drown out incorrect
responses while not singling out the sources of the errors. This keeps the class engaged over a series of
guided questions. The teacher acknowledged approximate answers, reinforcing the main concept while
still recognizing that some students are still trying to master the concept discussed.
Teaching Strategy Two
Guided questioning or “Socratic Method” was used throughout this teacher’s lesson. This is another
example of a strategy aimed at increasing student engagement. Collective participation is promoted in
this technique. Using guided questioning practices coupled with images/pictures can also help to reduce
the common barriers to literacy for elementary-aged students while ensuring attention and active
learning (Paul & Tay, 2016). In the video, the teacher does not often provide answers, but rather runs a
script of pre-selected questions that most of the students can answer through prompting. Scaffolding is
provided to those students that the teacher recognizes may be somewhat “off the mark”.
Teaching Strategy Three
This teacher used a “picture walk” to promote brainstorming and prime the students for learning. He
had them look ahead to the illustrations in the book and begin to create an oral narrative of what they
might be reading about. He used a guided, whole group approach after the students had a few moments
to view the pictures independently. This strategy helped to organize/focus their thoughts for the
oncoming lesson while enhancing their engagement as a bonus (Abulhul, 2021). This tapped prior
knowledge as well as set the stage for the new learning which would follow.
Different?
One suggestion for improving this lesson is to provide more time for small-group, guided discussions
(even partner conversations). While he did use this to a small extent, fostering more reflection of peer
perspectives can raise a student’s awareness about the topic at hand. “Therefore encourage one another
and build one another up, just as you are doing” (1 Thessalonians 5:11, ESV). Creating opportunities for a
collaborative classroom can provide a path for learning that guides the students beyond the first grade,
especially if promoted in a thoughtful and enriching lesson plan. As the students get older, it will be from
their peers/contemporaries that they will continue to expand their knowledge and perspectives.
VIDEO REFLECTION 3
References
1 Thessalonians 5:11 (ESV). (n.d.). Bible Gateway. Retrieved September 25, 2022, from
https://www.biblegateway.com/passage/search=1+Thessalonians+5%3A11&version=ESV
Abulhul, Z. (2021, April 13). Teaching strategies for enhancing student’s learning.
Journal of Practical Studies in Education, 2(3), 1–4. https://doi.org/10.46809/jpse.v2i3.22
McCray, E., Brownell, M., Kamman, M., & CEEDAR Center. (2018). High-Leverage and
Evidence-Based Practices: A Promising Pair for All Learners. Reading Rockets.
Retrieved September 25, 2022, from https://www.readingrockets.org/article/high-
leverage-and-evidence-based-practices-promising-pair-all-learners
Paul, K. A., & Tay, J. (2016, March 16). Critical Conversations About Big Ideas in Art Using Paideia
Seminar. Gifted Child Today, 39(2), 105–113. https://doi.org/10.1177/1076217516628567
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