EDUC 504 Video Scaffolding Assignment Instructions ✓ Solved

EDUC 504 Video Scaffolding Assignment Instructions Overview As

The study of learning examines how individuals acquire and modify their knowledge, behaviors, skills, and beliefs. By understanding how learning occurs, exploring what motivates students to learn, and studying various learning theories, leaders can craft effective learning environments and teaching approaches based on the diverse needs of their learners. This assignment is designed to flesh out this overview as you articulate student-centered and constructivist approaches to learning in the context of a biblical worldview, roleplaying yourself as the teacher implementing the strategies you have learned.

Instructions: In the Learn material of Module 5: Week 5, view - Presentation: MyEducationLab Chapter 8: Student-Centered and Constructivist Approaches to Instruction Video. After analyzing the teaching video, describe three different strategies the teacher used to facilitate student learning. 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 scaffold learning and to facilitate learning for your students in your own classroom. 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.

Watch the video and write at least 100 words in response to each question/prompt. Responses must follow current APA format and include a title page and reference page. Cite at least one source in current APA format. You may use the textbook and/or scholarly journal articles as sources. You can cite the video as follows: (Pearson Education).

Paper For Above Instructions

The evolution of educational frameworks over the past few decades highlights the importance of student-centered and constructivist approaches to teaching. The adaptation of these methods allows educators to ground their instruction in effective strategies that cater to the diverse needs of learners. Examining the teaching video presented in Chapter 8 of MyEducationLab reveals a variety of approaches used to facilitate student engagement and enhance learning outcomes. In this paper, I will outline three teaching strategies utilized by the teacher in the video, propose a lesson plan using these strategies, and incorporate a biblical perspective on education to bolster my teaching philosophy.

Strategies Observed in the Video

In the analyzed teaching video, the teacher implemented three key strategies to facilitate student learning: collaborative learning, differentiated instruction, and formative assessment. Collaborative learning was evident as the teacher encouraged students to work together in small groups, promoting interaction and peer-assisted learning. This approach not only fosters critical thinking and communication skills but also creates a supportive classroom environment where students can feel safe to express their ideas.

Differentiated instruction was apparent through the varying levels of tasks presented to students based on their readiness and learning preferences. The teacher provided multiple representations of information and allowed students to choose from various activities, ensuring inclusivity and catering to a diverse classroom populace. This method is instrumental in maintaining student engagement and enhancing understanding, as it aligns with the tenets of constructivist learning theories.

Formative assessment was another vital strategy employed by the teacher, visibly tracking student progress through informal assessments, such as observations and group discussions. This constantly informs instruction and allows for adjustments that meet individual learning needs, demonstrating the significance of ongoing evaluation in a student-centered classroom.

Proposed Lesson Plan

For my lesson, I choose to teach a unit on environmental science, specifically focusing on ecosystems and the interdependence of species. To scaffold learning effectively, I plan to use the three strategies noted above. Firstly, I will begin with a collaborative learning activity where students will analyze a specific ecosystem in groups and create a presentation about the species that inhabit it and their roles in the ecosystem. This task allows students to take ownership of their learning while promoting teamwork and interpersonal skills.

Next, I will incorporate differentiated instruction by providing students with a choice of resources based on their unique learning profiles. Some students may prefer visual aids such as videos or diagrams, while others may favor written articles or interactive simulations. By allowing them to select their preferred modes of engagement, I will cater to various learning styles and ensure all students can connect with the material.

To gauge understanding, I will implement formative assessments throughout the lesson. I will monitor group discussions and utilize quick quizzes to evaluate comprehension, offering continuous feedback to students. This ensures that instruction remains responsive to student needs, mirroring the dynamic nature of constructivist teaching.

Biblical Perspective on Education

In considering a biblical approach to education, I reflect upon Ephesians 6:4, which instructs parents to “bring them up in the training and instruction of the Lord.” This verse emphasizes the significance of nurturing students not only academically but also spiritually and emotionally. Therefore, I will integrate this biblical principle into my lesson by encouraging discussions that explore the value of stewardship and responsibility towards the environment, aligned with Biblical teachings on creation care.

Additionally, I consider the fruit of the Spirit found in Galatians 5:22-23, particularly “kindness” and “patience.” In implementing student-centered learning strategies, I incorporate these virtues into classroom interactions. Fostering kindness encourages students to support one another in their learning journey, promoting a compassionate classroom atmosphere. Likewise, patience allows students the necessary time to explore concepts deeply rather than rushing to surface-level understanding, further enabling them to engage meaningfully with the material and each other.

Conclusion

In conclusion, effective teaching and learning hinge on the adoption of student-centered and constructivist approaches. The strategies analyzed from the teaching video provide a strong foundation for facilitating engaging and meaningful learning experiences. By incorporating collaborative learning, differentiated instruction, and formative assessments into my lesson plan, I aim to create an inclusive classroom that fosters student autonomy and promotes a deeper understanding of content. Furthermore, integrating a biblical worldview enriches the educational experience, reminding both teachers and students of the moral and ethical dimensions of their learning journey.

References

• Becker, K., & Park, K. (2011). Integration of STEM Education into Science Teacher Education: An Overview of the Literature. Journal of Science Teacher Education, 22(6), 609-632.
• Beyer, B. K. (1995). Practical strategies for the teaching of thinking. Educational Leadership, 53(4), 67-70.
• Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. ASCD.
• California Department of Education. (2018). Integrating STEM into the Curriculum: A Guide for Educators. Retrieved from https://www.cde.ca.gov
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Kuhlthau, C. C., & Maniotes, L. K. (2010). Guided Inquiry: Learning in the 21st Century. Libraries Unlimited.
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Wilson, S. M., & Berne, J. (1999). Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professional Development. Review of Research in Education, 24, 173-209.