Jeanette Custer
EDUC 500- Liberty University
March 8th, 2019
Video Analysis Tool: Long-Term Retention Assignment
1.)After analyzing the teaching video, describe 3 different strategies the teacher used to facilitate
student teaching.
The teacher in the video taught a lesson on summarizing the main points of a story. In her
teaching method the first strategy that she used was modeling. Modeling can assist her students in
understanding the concept of summarizing in her lesson. Cognitive modeling incorporates modeled
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?
A lesson choice I would have is teaching 2-step word problems to 3rd graders. To begin the lesson,
we would start by watching a visual video to demonstrate how to first implement the particular steps of
how to solve a 2-step word problem. Once the video is complete, I will ask my class what they saw in the
video which will determine to me who was paying attention and what information was retained. Second, I
will take a 2-step word problem and model the problem for the class. Students who observe teachers
explain and demonstrate concepts and skills are apt to learn and believe that they are capable of further
learning (Slavin & Schunk, 2017, p. 130). Modeling can facilitate learning in students and to help them
retain the information that they will be needing throughout their academic career. Once I have modeled
the problem for the students, I will then have them work in think-pair-share mode with a partner. This
keeps the students engaged when discussing the topic together and trying to problem solve. The best way
to ensure long-term retention of material taught in school is to make certain that students have mastered
explanation and demonstration with verbalization of the model’s thoughts and reasons for performing
given actions (Meichenbaum, 1977, Zimmerman, 2013). Throughout explaining the summarizing to
her second grade students she utilized visual aides and lecture technique. The second strategy used is
guided practice within the classroom. The teacher guides and demonstrates the assignment and then
follows to ensure the student is understanding. What also applies at this point is the method of stop
and think. The third teaching strategy she used is think-pair-share in her lesson. This activity involves
having the students talk in pairs about the question the teacher has posed and then sharing their
answers with their peers. The idea is to get students to talk about their current understanding with a
peer (Slavin & Schunk, 2017, p. 189).
References
its essential features (Slavin & Schunk, 2017, p. 155). Making sure my students have understood and are
completing the materials correctly is very important to my teaching strategies.
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.
In a classroom environment it is imperative that we teach academics to our students but we also
teach the students life lessons in kindness and compassion. Instructing students in a kind and loving
manner is what Jesus did within his teachings and what we should be doing in our classroom. “I will
instruct you and teach you in the way you should go; I will counsel you with my loving eye on you”
(Psalm 32:8, New International Version). Implementing different teaching strategies and learning
strategies in the classroom with the life line of a biblical approach sets students up for success. The
messages from the bible can be taught directly or indirectly in the classroom. Utilizing teaching
techniques and ethical bible approach will set my students up for life long success. “Let my teaching
fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender
plants” (Deuteronomy 32:2, New International Version).
Slavin, R.E., & Schunk, D.H. (2017). Learning theories: EDUC 500 (1st ed). Boston, MA: Pearson.
