0
Video Analysis Tool: Long-Term Retention Assignment
Christie Thomas
Liberty University
LONG-TERM RETENTION
1
LONG-TERM RETENTION
Video Analysis Tool: Long-Term Retention Assignment
1.After analyzing the teaching video, describe 3 different strategies the teacher used to
facilitate student learning.
First, the teacher gave her students one specific objective to learn. The one objective that
she assigned was about summarizing. Secondly, she gave her students a visual during active
learning. During the visual, she wrote an example with the entire class by explaining the strategy
of summarizing and then modeling it for the students. During this active learning, she was also
careful not to only talk to her students but engage them instead as she wrote on the board. In
this, she would ask the class questions related to the paragraph they had just read in class and
would then give her students a few seconds to let them think and then answer her questions. I
believe another reason she kept asking questions and interacting with her students was to prevent
boredom and eliminate classroom misbehaviors.
The final strategy that the teacher utilized was guided practice. She asked the students to
work with a partner in learning the summarizing strategy. To implement this strategy, the teacher
told her students to turn to their class mates and practice the summarizing/prediction strategy she
had just taught them in class. To make sure that her students fully understood the summarizing
strategy, the teacher walked around the class to each group of students to make sure they
understood the learning strategy. Afterwards, she assigned each student a reading passage to
read, summarize and then write a one-sentence summary in their journals.
2
LONG-TERM RETENTION
2.Imagine you are teaching a lesson on a topic of your choice. Describe the lesson and
articulate what types of teaching/learning strategies you would use to build long-term
retention and to facilitate learning for the students in your own classroom?
I teach middle school EBD students at Haven Academy. Most of the students in my
classroom have reading and comprehension issues. After reading my student’s IEP’s, I assessed
that during their primary education, most of the students with EBD were not taught effective
reading strategies such as sight words and sounding out words, due to their behavior disruptions
in class. As a result, most of the EBD students in my class are on a reading level of a 1st grader.
According to Garwood, Brunsting & Fox (2014), many students with EBD also meet the
diagnostic criteria for learning disabilities in reading, putting them at an increased risk for poor
academic outcomes (Brunsting, Ciullo & Garwood, Jul 2017).
An effective teaching objective to assist these students in their reading comprehension is the
strategy of ‘stop and think’. First, I would read out loud to my students during an active learning
activity in the class. I would then instruct my students to stop and think about what I just read
aloud. I would give them time to postulate their answers and encourage each student to give me
a one sentence summary of what I just read aloud in class. My reason for allowing my students
to give verbal responses in class is because many EBD students traditionally do not like to write.
In fact, there have been major violent classroom disruptions in my classroom due to students not
wanting to engage in a writing activity.
According to Slavin and Schunk (2018), summarizing involves writing brief statements
that represent the main ideas of the information being read (164). I would have my students
3
LONG-TERM RETENTION
utilize this strategy where I could read a short passage to them and then they could summarize in
one short sentence.
3.Now consider the biblical approach to education to inform your thoughts on this topic.
Consider a passage of Scripture and/or a fruit of the spirit to support your approach to
implementing these teaching and learning strategies.
Daniel 1:17 states, “As for these four children, God gave them knowledge and skill in all
learning and wisdom: and Daniel had understanding in all visions and dreams” (Daniel 1:17,
New International Version). This passage relates to my students because I believe the message
to
my students is God will give them all the knowledge and skill they need. I have faith that the
message of learning and wisdom is coming through me as I am teaching and instructing my
students in class. My students only need to believe that God will give them everything they need
to improve their minds, just as he did for Daniel and his friends. For Daniel and his friends
understood that the gift of knowledge and wisdom that God blessed upon them was not luck or
environmental influences. Instead Daniel and his friends had an understanding to help them
succeed in the world, by following in the way of the Lord. I know that when my students are
ready to fully open themselves up to accepting the love and message God has for them, they will
have all the knowledge that God is ready to give them. And this will assist in changing the
mindset they have about themselves of being underachievers.
4
LONG-TERM RETENTION
References
Brunsting, N., Ciullo. S & Garwood, J. D. (Jul 2017). Supporting students with emotional and
behavioral disorders; Comprehension and Reading Fluency. Teaching Exceptional
Children, 49(6), 391-40.
Slavin, R. E. and Schunk, D. H. (2018). Learning theories EDUC 500 (Custom Edition). New
York, New York: Pearson Education Inc.
