This paper is a critique of two videos of teaching demonstrations. The two videos show a classroom going on where there are people seated while another person is standing in front and doing a presentation. The teaching strategies that are used in both videos are technology in the room. 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 shows how students are given a video on the main topic, and they are made to break down what goes down in it concerning the topic of discussion. In the second video, the students are also given a paper to interpret what they have studied and answer some questions. This helps by breaking down the components of the main topic and thus allowing students to bring them together (Krathwohl, 2002).
In the two videos, the element of retention can be seen where the presenters have taken measures to ensure that what they have learned is understood by the learners. This can be through the discussions that take place and the numerous questions that they are asked. The element of motivation is also visible where at the beginning of the second video; learners are given the objectives of the lesson and are told the main reason as to why they are learning it. This motivates the learners, and they get to know what they will benefit at the end of the lesson (Weobong, n.d.).
The learning objectives 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 main points in the topic. It was then broken down for them to make sure that they have understood it. They were then taken into a task to see whether they had understood it. The way that the LO’s have been stated is obvious and concise in the videos, and I would have done them the same way.
During the lessons, the students were asked questions on the application of what they had, and it was visible that they had understood what they were learning. For instance, after watching the video, students were asked to describe some of the emotions that they observed in the video, and they could recognize them and explain the main reason for the emotion. I would have also incorporated the use of the application and ask the students to give real-life experiences where certain aspects of the lessons had applied.
The presentation was done in a very professional way, and the students were engaged in the discussion. When one answered a question in the first video, for instance, they would be applauded by the snapping of fingers.
The lessons in the videos were very efficient in achieving their objectives. The presenters managed to employ several elements to their advantage and ensuring that students learning were effective. However, in the second video, more engagement between the lecturer and the students would have made the lesson livelier.
There are several essential elements that I have learned from the videos that would help me in a teaching demonstration. The visual aid of a video was significant in the lesson and set the mood for the presentation. Engaging the students was also visible as a vital tool in the learning process.
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