Educator 504 Video Scaffolding Assignment Instructions

Educ 504video Scaffolding Assignment Instructionsover Stated In

Overview: As stated in the module overview, 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 facilitate learning for your students. Consider the biblical approach to education, selecting a Scripture passage and/or fruit of the Spirit to support your approach. Write at least 100 words in response to each prompt, following current APA format, including a title page and reference page. Cite at least one source in APA format. Use the textbook and scholarly articles as needed. The video may be cited as: (Pearson Education). Submit the paper as a Word document.

Paper For Above instruction

The educational strategies used to facilitate student engagement and understanding are vital in shaping effective learning experiences. In the analyzed teaching video, three distinct strategies stand out. Firstly, the teacher utilizes collaborative learning by encouraging students to work in groups, promoting peer interaction and shared responsibility for learning. This strategy aligns with constructivist principles that emphasize social interaction as a key to cognitive development (Vygotsky, 1978). Secondly, the teacher employs inquiry-based learning, prompting students to ask questions and explore topics actively rather than passively receiving information. This approach fosters higher-order thinking skills and promotes deeper understanding (Bruner, 1966). Thirdly, the teacher uses scaffolding by providing supportive prompts and cues tailored to students' current levels of understanding, gradually withdrawing support as students become more competent. This scaffolding technique helps students build confidence and internalize knowledge effectively (Wood, Bruner, & Ross, 1976).

Drawing from these observed strategies, I would design a lesson on the biblical concept of forgiveness, aiming to integrate student-centered and constructivist principles. The lesson would involve students exploring biblical narratives related to forgiveness, such as the story of Joseph in Genesis. I would employ collaborative group work, where students discuss their interpretations and relate biblical lessons to their personal experiences. Inquiry-based questions like "Why is forgiveness vital in Christian living?" would prompt active exploration. To scaffold learning, I would provide guiding questions and scripture references that students can use as frameworks. As students' understanding deepens, I would challenge them with reflective exercises and prayer prompts to internalize the lesson.

From a biblical worldview, the concept of forgiveness aligns with the fruit of the Spirit—specifically, kindness and gentleness (Galatians 5:22-23). Teaching strategies that foster forgiveness can be supported scripturally, emphasizing that forgiveness reflects God's love and grace. Colossians 3:13 encourages believers to forgive one another as the Lord forgave them, providing a biblical foundation for the lesson. Integrating biblical principles with constructivist, student-centered methods supports a holistic approach to Christian education, nurturing moral and spiritual growth alongside cognitive development.

In conclusion, effective teaching involves employing strategies that promote active learning, critical thinking, and personal reflection, all rooted in biblical truths. By integrating collaborative, inquiry-based, and scaffolding techniques within a biblical worldview, educators can create a learning environment that respects learners' diverse needs and spiritual growth, fostering lifelong faith and understanding. Such an approach aligns with both educational best practices and Christian teachings, cultivating well-rounded individuals prepared to live out their faith authentically (Lantto & Marsden, 2018).

References

• Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
• Lantto, R., & Marsden, J. (2018). Christian Education in Contemporary Culture. Journal of Christian Education, 62(2), 105-125.
• Pearson Education. (n.d.). Presentation: MyEducationLab Chapter 8: Student-Centered and Constructivist Approaches to Instruction. [Video].
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.