Teaching Example Critique
The classroom environment tends to be an environment that is dynamic by bringing different students from various backgrounds to the same fold who have multiple personalities and abilities. Therefore, it calls for the requirement of being a creative and innovative teacher in applying the teaching strategies that deems appropriate towards meeting students’ individual needs.
Video 1. Teaching Demonstration 1. Julianna Davis: Https://Youtu.Be/R4j2xsrndey
The video introduces the topic of depression and the factors that contribute to depression. It addresses the issues that lead to depression and the symptoms that are generally observable amongst depressed patients (“Before you continue to YouTube”, 2021). The students are then given three to four minutes to analyze the various aspects of depression that touch on the symptoms and the methods deemed necessary for combating the menace of depression.
The video incorporates the strategy of cooperative learning used widely as the teacher groups her students into two groups that comprise a group of two, which its participants are a male and a female and the other group is included of the same. It allows the elderly students to express their ideas while responding to each different group which also incorporates the element of adult learning of motivation through developing their self-confidence, which enhances their communication skills that are vital throughout their lives. Another teaching strategy used in the video is the strategy of differentiation. The students are allocated classroom activities where they are given answering papers to write their reflection on the classroom topic of depression to gauge their individual learning needs and the uniqueness of such requirements (Banjongrewadee et al., 2020). It ensures that those students with high capabilities towards the academic course are stretched further. In contrast, those deemed to be in a struggling stage are accorded the necessary support to leverage on the others.
Moreover, behavioral management strategy tends to have a central focus in the video because the students are comprised of mature people. There is high respect among the students. All of them have equal chances of achieving their potentials since the environment is conducive to learning objectives (“Before you continue to YouTube,” 2021). It is neither disruptive nor noisy, which provides an atmosphere based on mutual respect by combining disciplines and rewarding beneficial characters for the students.
According to the graduate levels elements of Bloom’s Taxonomy, they evaluated the methodologies of quantifying the levels of depression and analyzing the causes and symptoms of identifying people with issues of depression. It suggests that the use of psychiatrists is essential in analyzing various effects of depression amongst individuals with depression problems. Additionally, the issues of depression are more significant among the elder populations. Therefore, the teaching uses the best element of adult learning where the teacher starts the discussion with the most motivating topic among the adult generation that touches on depression. Moreover, retention among adult learning systems comes into play because the lesson will be highly retained in the learners’ minds since the topic is much relevant to their ages. Additionally, as the learners are at an advanced age, they will employ the next element of adult learning by applying what they have already learned in the classes to their real-life and positively impacting others that are not in the category with them at the moment.
The video fairly evades touching on other teaching strategies necessary for the elderly teachings, such as visualization to draw the attention of its learners and ensure that they keep their full attention to the session’s learning objectives. More so, it does not include other elements of adult teaching, such as using the motivational reinforcement element that could help the learners apply at their workplace after the learning sessions are over (“Before you continue to YouTube,” 2021). Although the strategies that have been learned are effective, the professional development strategy would have been the best since it can directly be applied at the learners’ workplaces. If I were to change the presentation, I would incorporate pictures to illustrate the images of a depressed person to add strength to the presentation. However, I have learned that the use of cooperative learning is still powerful in-class demonstrations.
Video 2. Teaching Demonstration – Understanding Emotions https://youtu.be/sp5BZu3hepg
There is an excellent analysis of what the term emotions mean in terms of psychology in the video. In real terms, emotions are the feelings that someone has according to psychological terms, which realizes it as a state of the complex surface resulting from the psychological and the physical changes that occur within the human body and tend to influence the behaviors and thoughts of the affected person (“Before you continue to YouTube,” 2021). Emotions are associated with various ranges of psychological phenomena, which include temperament, motivation, and moods.
The video employs the teaching strategy of visualization well. The tutor uses an interactive whiteboard to display most of the video clips that encourage his learners to concentrate more on the lesson. The strategy is commonly helpful in drawing the learners’ attention towards the task to understand the discussion points better. In addition, the process in the study incorporates visual animations that tend to depict the emotional relationships between children and cartoons. It also incorporates the cooperative learning strategy as it tends to draw the learners’ attention by participating in describing the definitions of emotions and how fear creates fear in individuals. The learners express their opinions on the various descriptions of fear and its impacts on individuals (“Before you continue to YouTube,” 2021). Every learner is given a chance to make their contributions in the classroom setting. The strategy of inquiry-based instruction is evident since the learners pose questions, and the questions are cross-examined across the classroom setting to understand the question at hand better. The students, at this point, are given time to dig deeper and try to understand the main academic concepts of emotions with variances in feelings that include the feeling of sadness. They explain every detail of sorrow, and they are complimented for the correct answering of the questions put across.
In addition to the tutor’s strategies in the class, there is the application of classroom technology because the teacher uses the visual presentation of images on the whiteboard and the use of videos in helping the students visualize the emerging academic concepts amongst the elderly teaching strategies. All aspects of feelings are expressed and analyzed in detail in the video, including anxiety as part of the feelings deluded from emotions. According to the teachings that are retrieved from the video, the strategy of differentiation is also used. It is because every student is accorded the chance to participate and ensures that all the students’ capabilities are realized and that none of the students is left behind in the teaching since they are all brought on board. In the learning process, the graduate levels of Bloom’s teaching elements are also evident as the students are subjected to evaluating the different aspects of emotions that pertain to the feelings of fear, anger, and anxiety, among other elements (“Before you continue to YouTube,” 2021). In addition, the students also analyze the treatment methods of the different emotional disorders that are witnessed among the older generations.
Additionally, as the class comprises mature males and female students, the behavioral management strategy applies automatically since noisy classrooms cannot be witnessed in such a classroom environment. Additionally, the teaching element of understanding has a high chance of rooting itself inside the learners due to the relaxed learning environment (Klainin-Yobas et al., 2019). In the final expressions of the video, the tutor tries to drive the transference element as an element of adult learning. Once the learners are done with their course, they can apply their skills in the real world and positively impact the whole society.
The session’s learning objectives critically analyze almost all the teaching strategies, although it is the professional development strategy, and the learners cannot apply the skills in the employment sector. Therefore, although the processes involved are effective, I would propose using the professional method since they can apply it in real-life experience. I would also have changed the presentation by telling a story in showing the topic’s importance to strengthen the production.
Learning forms a critical part of our day-to-day lives, and it should be highly encouraged. However, during the process of learning and especially to elderly generations, there ought to be strategies of knowledge employed by the tutors, which should incorporate elderly teaching elements in line with Bloom’s Taxonomy strategies. Additionally, the learning outcomes should be in line with the learning objectives and include the aspects of elderly learning.
Banjongrewadee, M., Wongpakaran, N., Wongpakaran, T., Pipanmekaporn, T., Punjasawadwong, Y., & Mueankwan, S. (2020). The role of perceived stress and cognitive function on the relationship between neuroticism and depression among the elderly: a structural equation model approach. BMC psychiatry, 20(1), 1-8.
Before you continue to YouTube. Youtu.be. (2021). Retrieved 27 June 2021, from https://youtu.be/r4j2XsRndEY.
Before you continue to YouTube. Youtu.be. (2021). Retrieved 27 June 2021, from https://youtu.be/sp5BZu3hepg.
Klainin-Yobas, P., Kowitlawakul, Y., Lopez, V., Tang, C. T., Hoek, K. E., Gan, G. L., … & Mahendran, R. (2019). The effects of mindfulness and health education programs on the emotional state and cognitive function of elderly individuals with mild cognitive impairment: a randomized controlled trial. Journal of Clinical Neuroscience, 68, 211-217.