1
EVALUATION OF VIDEO LESSON
Evaluation of Video Lesson
EDLC 510: Instructional Strategies for Diverse Learners
2
EVALUATION OF VIDEO LESSON
Introduction
There are many things that can make a lesson plan great. A great lesson plan is well
planned, grabs students attention, maintains it, builds on previous concepts, and so much more
(Meador, 2018). In this evaluation we’ll be discussing the effectiveness of instructional activities
and seeing how the teacher incorporates it into their lesson plan. Additionally we’ll be evaluating
their classroom management techniques and seeing what works, what doesn’t, and what can be
improved. Next, we’ll be accessing how this teacher meets the needs of students who are
culturally or linguistically diverse. Lastly, we want to consider if this teacher is exhibiting a
Biblical worldview in the lesson plan.
Instructional Activities in The Lesson
For this lesson plan, the teacher includes many instructional activities from beginning to
end. He starts off by going through the learning objectives and how the students will achieve
them. The learning objectives are listed on the board and he mentions them throughout the lesson
and even reminding students as they work through the assignment. This supports the lesson
because it helps students to understand what objective they are working on. Also from the video,
you can see that the students are using fraction tiles and whiteboards, which can help them
visually see what they’re working on. Solving math can be difficult but when provided with
visual representation, it creates opportunity for students to verbalize their thought process
(Swanson et al., 2022). Additionally, the teacher is the facilitator in this lesson plan and gives
the students the skills, materials, and opportunities to direct their own learning (Orlich et al.,
2018). He walks around the class, listens, and observes to make sure each student is
participating. He also assigned partners for this assignment and when he does that, it gives the
students a role and responsibility. It encourages them to communicate with one another (Orlich et
3
EVALUATION OF VIDEO LESSON
al., 2018). For this part of the lesson, I’d say that the instructional activities are effective and
support the lesson.
Classroom Management
Classroom management is the actions the teacher takes to establish appropriate
conditions for teaching and learning in the classroom (Marder et. al., 2023). It can encourage
positive student behaviors and prevent disturbances (Marder et. al., 2023). In this video, there are
moments when the classroom management could improve. For instance, when he assigned the
students their partners, his wording was confusing. He asked students who were closest to the
board to be partner A and to raise their hand, but the students were confused. However, he
quickly redirected them and communicated the correct partners. Another interruption was when
students were playing with the fraction tiles and you could hear it on their desk. He did have to
ask them a few times to put it aside and they did so. A good way he modeled classroom
management is when he asked students questions and when they responded he modeled to them
good listening habits. When students speak, its important to show eye contact and show interest
(Orlich et al., 2018). In doing so, it shows students he cares and is an example of how they
should act in the class when he’s teaching. Though there were some minor disruptions, I think
the strategies the teacher used were appropriate and worked well in this lesson.
Meeting The Needs Culturally and Linguistically
Differentiated instruction is a precise approach in teaching and learning that helps with
the strengths and needs of a diverse classroom. In a diverse classroom, the benchmarks are
acknowledged and built upon (Dzaldov et al., 2023). The teacher does well going over the
benchmarks throughout the lesson and when he partnered them up, that gives students who are
culturally or linguistically diverse an opportunity at success and is beneficial (Orlich et al.,
4
EVALUATION OF VIDEO LESSON
2018). Another method he uses is having students really think about the problem before getting
started on it. Additionally, he also goes over the problem with them and has a discussion. The
discussion method requires the teacher to develop a viewpoint and to facilitate a wide range of
ideas. It’s an active student-teacher involvement (Orlich et al., 2018). The discussions allow for
students to discover and come up with their own opinion or perspective (Orlich et al., 2018).
Another way to incorporate more differentiation into the lesson could be including more creative
and interactive math games on the computer. In doing so, it’ll keep students engaged and they
can learn in different formats. With that being said, the methods and strategies that is
implemented in this video is effective.
Biblical Worldview
Education must have an underlying philosophical foundation to provide theory of
knowledge, nature of reality, and ethics (Liana, 2020). Education is a ministry for Christian
educators and forms an environment where believers are instructed to equip and nurture faith in
the real world (Liana, 2020). In this video lesson you can see that the teacher demonstrates
compassion in the way he speaks to the students and teaches them. He is slow to speak and
listens to them, he doesn’t judge them when they get the answer incorrect and doesn’t condemn
them. As teachers, we need to have a grasp for their needs and direct them in the way of the Lord
(Liana, 2020). A good Scripture is “Love is patient and kind; it is not jealous or conceited or
proud; it is not arrogant” (1 Corinthians 13:4). The teacher is patient and guides the students on
the correct path when they’re not understanding a problem. In the lesson, he takes his time and
makes sure students understand. He asks questions and waits for the students response. In that
sense, I feel like this teacher did subtly exhibit a Biblical worldview in his lesson and the way he
teaches, directs, and speaks.
5
EVALUATION OF VIDEO LESSON
Conclusion
A great lesson is one that is continuously tweaked, evolving, and is always improving
(Meador, 2018). Teachers can approach each lesson like an experiment and solicit feedback from
peers and students to find new ways that will work or be more effective (Meador, 2018). In this
video lesson, the teacher demonstrated effective strategies for instructional activities such as
repeating objectives, using a number line for visuals, and building background information. The
teacher also demonstrated that he can properly manage the classroom when it comes to
redirection, behaviors, and disruptions. He did so by asking them to set aside their fraction tiles,
yet he didn’t cause any disturbances or cause any attention with the way he asked. He continued
with his lesson and adapted to that specific situation. When it comes to culturally or linguistically
diverse students, the teacher used various methods. He used the discussion method, repeated the
problems, allowed students to work in partners, and he asked them to think first before working.
Lastly, he subtly demonstrated a Biblical worldview in the way he carried himself, his teaching,
and the way he spoke to students. All in all, this video lesson was effective.
6
EVALUATION OF VIDEO LESSON
References
Dzaldov, B. S., & Mandelker, J. (2023). MAKING A DIFFERENCE THROUGH
DIFFERENTIATED INSTRUCTION: INCLUSIVE STRATEGIES FOR DIFFERENTIATED
INSTRUCTION IN THE MATH CLASSROOM. Gazette - Ontario Association for
Mathematics, 61(4), 43-48. https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/scholarly-journals/making-difference-through-
differentiated/docview/2822802192/se-2
Liana, L. (2020). An analysis of accelerated Christian curriculum in biblical Christian
worldview. Diligentia: Journal of Theology and Christian Education, 2(2), 14.
https://doi.org/10.19166/dil.v2i2.2045
Marder, J., Thiel, F., & Göllner, R. (2023). Classroom management and students’ mathematics
achievement: The role of students’ disruptive behavior and teacher classroom
management. Learning and Instruction, 86, 101746.
https://doi.org/10.1016/j.learninstruc.2023.101746
Meador, D. (2018, March 26). Keys to producing a great lesson your students will love.
ThoughtCo. https://www.thoughtco.com/qualities-of-a-great-lesson-3194703
Orlich, D. C., Harder, R. J., Callahan, R. C., Brown, A. H., & Trevisan, M. S. (2018). Teaching
strategies: A guide to effective instruction. Cengage Learning.
Swanson, H. L., Kong, J., Li, J., & Petcu, S. D. (2022). The relationship between early classroom
activities and English language learners’ later math problem‐solving performance: An
