Video Observational Tasks
Student’s Name
Institutional Affiliation
Course
Elementary school
Video 9:Practicing presentation and audience skills through science presentations
In the video, the instructor uses behavioral learning through applications of expectations using repetition. She starts by introducing the expected rules at the start of the lesson. She uses a sheet of paper with pictures displaying the expectation of their behaviors in class that is required to follow. The teacher engages the students on what they expect and going through the rules one at a time. The classes are requested to recite the presumption, and it was repeated when the teacher rectified a student who was not following instruction. The teacher continuously does the reading and correction for the session until the students master the guidelines given to them. The learning theory becomes evident in how the teacher uses the management of behavior using constant repetition in setting up the rules. The constant reinforcement sets a foundation for students always to remember the rules given to them.
Children in Kindergarten are those that are approximately the age of three, four, and five years. They are the most active students, and they start to get gender differences. Most have at least one or two folks but change from time to time. Jealousy is common among children of his age, and they tend to express emotions with anger.
This learning theory corresponds to operant conditioning, which Skinner believed that that repetition of behaviors would actualize the reinforced habits and avoid the unrecommended behaviors. Skinners believe that by applying reinforcement of the positive and negative behaviors, it would improve positive behaviors with time. The educator uses praise behavior as a reinforcement for positive behavior, and it would be easy for students to follow. When one of the students does the opposite, the whole class is reminded of the rules.
From the video, the children’s developmental stage is evident through their cognitive development or thinking skills. That is evident as the children show their skill by reciting what the teacher requires them to recite. By reciting the poem also confirms the children’s developing abilities as they can do that they are required to do. They do it repeatedly as also required, which to them seem interesting. All these traits are evidence of the children’s developmental, especially mental development. That is because they are keen to do as required.
Middle school
Video 40: Assessing sight-singing through Self- Assessment to develop independence
In middle school, the grade eight class of chorus has students approximately the age of eleven, twelve, and thirteen. The students are experiencing physical growth, and the development in puberty is of concern. The issues of their sex curiosity are the main concern, and the teachers task much of their time in explaining and controlling.
The teachers depict how choruses are carrying the day in the choir. The educator applies several learning means but commonly used the performances. The instructor is much aware of her class and has mastered the children’s names and positions in the choir. She has plans to give support to some of the students regarding their needs and does the engagement before and after the lesson. The instructor uses various ways to ensure they understand the application, giving them a deeper understanding of the learning. For instance, by providing examples to explanations, the learners seem to capture the information taught easily.
The teacher also emphasizes on observations that ease explanations and understanding. It is clear from the fact that she uses the students’ performance to plan for the next move. This system of timing is the best and the most logical idea to stay congruously at a task. The teacher successfully taught the lesson using the minute by minutes system. The educator has competent knowledge and skills to implant planning and communication, and lastly, understands the strengths and weaknesses as depicted in the video.
I believe the assessment was appropriate to the age group since the students could pick out the areas they needed to improve next time. I appreciated the method of raising hands and would have loved to hear from the approximately forty-four students.
From the video, it is evident of various developmental changes by the learners. For instance, the student seems to think critically as responding to questions and providing their varied responses is evident of their improving thinking abilities and skills. Cognitive development is also evident with the children as their behavior and reaction to the teacher’s teachings confirm such mental development. The learners’ behaviors are much developed and noticeable; thus, a confirmation of behavioral development as it applies in behaviorist theory. That is because also of the clear responses to stimuli by the student into which the stimuli is the class environment. Therefore, the learners seem to respond positively to all the activities of the class.
Video 524:Comparing the “Death of a Moth “by Annie Dillard to “The Death of the Moth “by Virginia Woolf in a student-led discussion
The students are in grades ten, eleven, and twelve. Most Sydney attains maturity in puberty, and since they are adolescents, they become more sexually active. They are under the constant influence of peers and are likely to get into relationships, which can be detrimental to them and their plans.
After comparing “Death and of a moth ” by Virginia Woolf and Annie Dillard, in both species are observed. They both symbolize the struggle of life and death, although they have a difference in meaning. Woolf uses the moth’s death to demonstrate how a small creature can struggle not to succumb to death. In contrast, Dillard uses a moth’s demise to reveal how being lonely can kill a person by blazing them inside and out.
Wolf demonstrates the fight for life and death as the moth struggles with the impossibility of escaping through the window pane. He was attempting to get back to its dancing but became very stiff that he could only hover to the lower part of the windowpane. As much as he tried to fly across, he did not succeed. Woolf tries to explain that the moth’s dance of death failed as it attempted to go through the glass pain. She further adds that the moth’s struggle is pathetic and beautiful, as seen in her descriptions that she admires thaw the moth keeps struggling.
The story of Dillard used the death of the moth to symbolize the severity of the loneliness. She narrates moth’s death in the candles in comparison with the death of the Virgin. Dillard is narrating her loneliness and the way it blazes her soul. Dillard’s story’s challenge is that she does not clearly outline the death of the moth with the loneliness. Both Dillard and Woolf use the moth’s death to bring out their ideas, and after that, there are no relations on their claims as both diverge into different directions.
These video explanations are critical to improving a student’s level of reasoning. To the students that they may be directed, it means ones with a high level of reasoning which have developed much to think critically. The students have developed socially, physically and cognitively as one may realize through their ages. These developments are evident as also confirmed by their adolescent stage that also associates with these changes. However, their cognitive development is most evident, especially as being required to think about the stories presented for learning.
Students with unique needs
Video 729:Building Fluency through Developing Letter-Sound Relationships Grade three
This unique instructor is seen practicing the relationship of letter and sound, fluency, and spellings the grade three students. The theory of learning here that is clear is behaviorism. The learner depends on the instructor to help learn the sounds of the letters and word spelling. She gives him cards of response and directions. Because he is a special learner with sensory issues, the learner doesn’t respond effectively to the teacher’s interruptions.
In my view, the teacher was good at approaching the student with prior knowledge. However, there seemed to be no connections between the two. An idea would be to set aside the words he was having a problem with and re-examine them.
Psychology is essential to teachers for them to understand the differences in every learner and their needs for every level of their age and learning. However, the designs of learning should be based on learning theories. Theories give a basis for understanding and predicting learning. It reduces the possibilities of administering instructions, which doesn’t reflect the needs of a learner. The teacher can, therefore offer the student learning information that aligns with their development ages.