DJM4: Task 1- Video Observation
D J M 4 T as k 1 - O b s e r v i n g V i d e o s O n E n g a g i n g L e a r n i n g S t r a t e g i e s |
A1. Questions And Answers, Latest Update | 100% Correct Answers | Graded
For the elementary video, I have chosen the video titled, “Using Uno Cards to Engage in
Fitness Activities.” In this video, I observed the cognitive theory of Vygotsky being applied to
the physical education teacher’s instruction.
A2.
There are a variety of different ways in which I observed the physical education teacher
use Vygotsky’s cognitive developmental theory. For example, the teacher has chosen a fun and
interactive game to engage the students that is within their zone of proximal development (Atlas,
2014). Vygotsky was an advocate for teaching students within this zone. The use of the Uno
cards to indicate which exercise the student has to do and the math problem at each station
makes it so that the first graders can not all independently play the game, but they are able to
play with some support. For instance, the teacher offers math assistance for students who can’t
multiply by larger numbers. Another big hint at the use of Vygotsky’s theory is the involvement
of many different children within the exercise. The children are able to talk and collaborate while
they do their workouts. Vygotsky was a huge advocate for collaboration and interaction during
the learning process and that is just one more way that his theory is put to use in this video.
B1.
For the middle school video, I have chosen the video titled, “Using Discourse to Support
Students’ Understanding of Multiplying Fractions.” This video takes place in a sixth-grade math
classroom. At the start of the video, the teacher makes mention that he typed the slides in
Spanish. This led me to believe that he might have some English Language Learning students in
his class. After reading the instructional context synopsis at the bottom of the page, I solidified
my guess that one of the learning barriers present in this video is the two English Language
Learning students.
B2.
Based on the identified learning barrier of English Language Learners, the teacher used a
couple of different strategies to address the unique needs of those students. The first thing the
teacher does to address this specific learning barrier is putting all of his students on the carpet
right in front of the board for instruction. Not only does this help all of the students, but it also
lets those students who are English learning be closer to the instruction and the teacher so that
they might ask questions if they need it. Another way that the teacher addressed the learning
barrier was by translating all of his instructional slides into Spanish to make them accessible for
his Spanish-speaking students. With all of the slides presented in both English and Spanish, the
students have a greater chance of understanding the material and the content while still getting
exposed to the English language. The teacher also used visuals in his presentation, one of the
pizza and the cookie. Visuals are a universal language, and it shows just one more way that the
teacher addressed the aforementioned learning barrier.
D J M 4 T as k 1 - O b s e r v i n g V i d e o s O n E n g a g i n g L e a r n i n g S t r a t e g i e s |
A1. Questions And Answers, Latest Update | 100% Correct Answers | Graded
For the elementary video, I have chosen the video titled, “Using Uno Cards to Engage in
Fitness Activities.” In this video, I observed the cognitive theory of Vygotsky being applied to
the physical education teacher’s instruction.
A2.
There are a variety of different ways in which I observed the physical education teacher
use Vygotsky’s cognitive developmental theory. For example, the teacher has chosen a fun and
interactive game to engage the students that is within their zone of proximal development (Atlas,
2014). Vygotsky was an advocate for teaching students within this zone. The use of the Uno
cards to indicate which exercise the student has to do and the math problem at each station
makes it so that the first graders can not all independently play the game, but they are able to
play with some support. For instance, the teacher offers math assistance for students who can’t
multiply by larger numbers. Another big hint at the use of Vygotsky’s theory is the involvement
of many different children within the exercise. The children are able to talk and collaborate while
they do their workouts. Vygotsky was a huge advocate for collaboration and interaction during
the learning process and that is just one more way that his theory is put to use in this video.
B1.
For the middle school video, I have chosen the video titled, “Using Discourse to Support
Students’ Understanding of Multiplying Fractions.” This video takes place in a sixth-grade math
classroom. At the start of the video, the teacher makes mention that he typed the slides in
Spanish. This led me to believe that he might have some English Language Learning students in
his class. After reading the instructional context synopsis at the bottom of the page, I solidified
my guess that one of the learning barriers present in this video is the two English Language
Learning students.
B2.
Based on the identified learning barrier of English Language Learners, the teacher used a
couple of different strategies to address the unique needs of those students. The first thing the
teacher does to address this specific learning barrier is putting all of his students on the carpet
right in front of the board for instruction. Not only does this help all of the students, but it also
lets those students who are English learning be closer to the instruction and the teacher so that
they might ask questions if they need it. Another way that the teacher addressed the learning
barrier was by translating all of his instructional slides into Spanish to make them accessible for
his Spanish-speaking students. With all of the slides presented in both English and Spanish, the
students have a greater chance of understanding the material and the content while still getting
exposed to the English language. The teacher also used visuals in his presentation, one of the
pizza and the cookie. Visuals are a universal language, and it shows just one more way that the
teacher addressed the aforementioned learning barrier.
