The teacher directs the students at the start of the video by referring to the work plan. The students in this video carry out their hands and the teacher points at them for their contribution at one instance, the teacher asked the class whether anyone has ever heard anything in the initial questions and topics that they think they can go deeper into. The teacher reads a statement and then asks the students to analyze the statement. At some point, she offers an opportunity to one last student before the class can make a decision about the old woman.
The teacher changes the class discussion after the students analyze the statements and after a session of an engaging discussion. The teacher directs the class on the next course and at one instance asks the class to respectfully shout out the potential in the woman using one word. She changes from class discussion to under the surface question where a student asks a question and the rest respond to it. The adjustment according to me was good because it shifted the discussion to a different point and also referring to the book helped in further clarification.
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The teacher’s instructional method closely aligns to Lev Vygotsky theory whereby the teacher plans what a child is capable of doing on their own in addition to what they can learn with the help of others. The teacher in this video used group work activities, collaboration, and cooperative activities to help the students learn. The students benefit from the experience they can relate to using a more knowledgeable person.
The teacher effectively uses academic language in the discussion. She employs phrases or words like this makes me feel, wonder, I can connect this to, let’s get our analysis going, interesting, just one word and respectful in the class discussion to pass the point or to clarify an issue. In her engagement with the students, she guides them throughout the discussion using simple academic language that the students clearly understand.
In the discussion, the teacher encourages the students to use academic language. The teacher, for instance, asks the students to describe the woman in one word. The students use terms like a tree, Mother Nature, earth, fire and volcano and I think. She asks the class whether there is anyone with a burning question that needs to be addressed before she can ask under the surface questions to help the students figure out the context.
Reference
Masschelein, J., & Simons, M. (2016). Educational Theorists. Encyclopedia of Educational Philosophy and Theory, 1-5. doi:10.1007/978-981-287-532-7_224-1
