This paper is a critique of two videos of teaching demonstrations. The films show a classroom going on where there are students seated while another one is standing in front and doing a presentation. The teaching strategies that are used in both videos encompass advanced technology which enhances the learners’ experiences. The presenters use PowerPoint slides to teach their students. There is also the use of visualization (McKeachie, 1994). This can be seen when there is a short video followed by a discussion around what the video has brought about concerning the topic.
The elements visible in the videos portray the level of teaching as an analysis. The first video done by Julianna Jarvis shows how students are given an audiovisual on the main topic, and they are made to break down what goes on in it concerning the topic of discussion. In the second video, the learners are also given a paper to interpret what they have studied and answer questions(Krathwohl, 2002). This helps in breaking down the components of the main topic, thus enhancing better command.
In the two videos, the element of retention can be witnessed whereby the presenters have taken measures to guarantee maximum comprehension among the students. This can be through the discussions that take place, and the numerous questions they are being asked. The element of motivation is also evident where, at the beginning of the second video, learners are offered with the clear objectives of the lesson and are told the main reason as to why they are supposed to get acquainted with it. This motivates the learners to fully participle (Weobong, n.d.).
Furthermore, the learning objectives (LOs) of the two videos were more focused on the upper levels of Bloom’s taxonomy. The students were first taught about the concept, and they were expected to remember the key points on the topic. This was then broken down for them to make sure that they gained the highest level of understanding of the same. The learners were then taken through a task to see whether they had understood it or not. The way the LO’s have been stated is obvious and concise in the videos, and I would emulate this.
During the lessons, the students were asked questions on the application of what they had learned, and it was visible that they had mastered the concepts therein. For instance, after watching the video, students were asked to describe some of the emotions that they observed in them. They could recognize them and explain the main reason for the excitement, which is commendable. I would have also incorporated a similar application procedure and ask the students to give real-life experiences on the lessons.
Moreover, the presentation was done in professionally, and the students were engaged in the entire discussion. When one answered a question, for instance, in the first video, they would be applauded through the snapping of fingers. Additionally, the lessons in the videos were efficient in achieving the respective objectives. Another aspect is that the presenters managed to employ several elements to their advantage and ensure that learning was active. However, in the second video, more engagement between the lecturer and the students would have made the lesson livelier.
Lastly, there are several essential elements that I have learned from the videos that would help me in a teaching demonstration. Firstly, the visual aid of a video was significant in the lesson and set the mood for the presentation. Thus, I would apply the same. Finally, engaging the students was also visible as a vital tool in the learning process.
Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. doi: 10.1207/s15430421tip4104_2
McKeachie, W. (1994). Teaching tips: strategies, research, and theory for college and university teachers. Lexington, Mass: D. C. Heath and Company.
Weobong, D. The 4 Components of Adult Learning Theory (and Why You Should Know Them). Retrieved from https://www.eleapsoftware.com/the-4-components-of-adult-learning-theory/
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