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Running head: LONG-TERM RETENTION ASSIGNMENT
Video Analysis Tool: Long -Term Retention Assignment
Liberty University
EDUC 500 Learning Theory
Dr. Holzman
October 16, 2020
LONG-TERM RETENTION ASSIGNMENT 2
1) After analyzing the teaching video, describe 3 different strategies the teacher used to
facilitate student learning.
Angie Baltierra is a second-grade teacher who uses several different learning strategies in her
class to teach her students about summarizing. She utilizes Bandura’s observational learning
theory by grabbing her students' attention, having students repeat, and reading what she is
pointing at. Ms. Baltierra provides visuals so that the students are not just listening to her lecture.
She makes sure that they understand the objective, and then she will model what she wants her
students to do. She will then have the students work together to complete a task to make sure
they understand (Persona Education). Social cognitive theory is another strategy used by Ms.
Baltierra. According to Slavin & Schunk (2017), “Learning occurs either enactively through
actual doing or vicariously by observing models perform” (p. 97). Ms. Baltierra uses this method
when she read the story, asked questions about the story, used the board to visually display the
summary that she was trying to teach them. Another strategy that she used to facilitate students
learning was peer interaction. Slavin & Schunk stated, “Vygotsky’s theories support the use of
cooperative learning strategies in which children work together to help one another learn” (p.
39). Students who work together to talk about difficult concepts are more likely to grasp and
understand how to do it independently.
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?
The lesson is on solving multi-step equations. Students would first need to understand how to
solve one and two-step equations, and then we would build up to multi-step equations. The
teacher would try to grab their attention by playing a song that identifies the steps that need to
LONG-TERM RETENTION ASSIGNMENT 3
solve these kinds of problems. The process of playing music to help students remember the
process is a way to help long-term retention. The teacher would then model how to solve a
variety of problems so that the students could refer back to these problems when working in a
group or independently. The teacher would ask questions and have students tell her what the next
step is. Students would work primarily together, and as they gained confidence, the teacher
would decrease the assistance. The teacher would start by going step by step through the
problems and gradually allow them to work with a peer or more independently. This would be
considered part of Vygotsky’s notion of Social Learning Theory called scaffolding. According to
Slavin & Schunk (2017) scaffolding is, “providing a child with a great deal of support during the
early stages of learning and then diminishing that support and having the child take on increasing
responsibility as soon as she or he is able” (p. 39). At the end of the lesson, the teacher would
wrap-up the lesson with a quick check to ensure that the students have retained the new material.
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.
Public school teachers can bring God into the classroom by modeling good behavior. A
beautiful scripture about teaching and modeling is in 2 Timothy 3:16, “All Scripture is breathed
out by God and profitable for teaching, for reproof, for correction, and for training in
righteousness” (New International Version 1978/2011). If students could use all the tools giving
to them, they would be excelling in and out of the classroom. There were a few different ways
that the teacher helped her students retained the new material. The teacher used music with a
song that gave the students steps to follow. The teacher modeled the process for solving various
types of problems. She allowed students to work in pairs and then one their own to make sure
LONG-TERM RETENTION ASSIGNMENT 4
that they mastered the process. “God calls Christian teachers to contribute to the well-being of
their students and their schools, no matter what their content. They do so by striving to develop
classroom and school communities of respect, peace, trust, justice, and mercy” (Van Brummelen,
2009, p. 273). As a teacher, one should always remember to keep love in their heart, be patient,
and keep modeling the right way to live and learn.
LONG-TERM RETENTION ASSIGNMENT 5
References
King James Bible. (2017). King James Bible
Online. https://www.kingjamesbibleonline.org/ (Original work published 1769)
Pearson Education (Producer). (n. a.). MyEducationLab chapter 7. The Effective Lesson [Video
file]. Retrieved from https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Teaching_Summarizing_Part_1_iPad.
mp4
Slavin, R. E., & Schunk, D. H. (2018) Learning theories: EDUC 500 (1st ed.). Boston, MA:
Pearson.
Van Brummelen, H. (2009). Walking with God in the classroom; Christian approaches to
teaching and learning. Colorado Springs: Purposeful Design
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