EDLC510 – Evaluation of Video Lesson
EDLC 510
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Evaluation of Video Lesson Template
Evaluation of Video Lesson Assignment Instructions
Overview
To be an effective educator, one must be able to evaluate strengths and weaknesses in observed lessons. Your teacher education program will include practicum experiences in classrooms where you will have a chance to observe and interact with students and teachers. While in-person observations are extremely beneficial, pre-service teachers can also learn a great deal from observations of pre-recorded lessons. This assignment will allow you to observe the video of a lesson and then evaluate the strengths and weaknesses of the lesson.
Instructions
For this assignment, view the Fifth Grade Math Lesson video by the link provided and then answer the four questions on the Evaluation of Video Lesson Template.
Each response must contain at least 200 words. Each answer must include at least one citation from the course textbook, one citation from the Bible, and one citation from a scholarly journal article published within the last five years. This assignment must follow current APA format and include a title page and reference page
1. Do the instructional activities in the lesson adequately support the lesson objective? Explain how the activities do or do not support the lesson objective.
2. Does the teacher effectively manage the classroom? What management strategies are used in the lesson? Which strategies are the most effective? Which strategies are least effective?
3. How does the teacher meet the needs of students who are culturally or linguistically diverse? What strategies does the teacher use to ensure that all students are able to make sufficient academic progress during the lesson? How could the teacher incorporate more differentiation into the lesson?
4. Does this teacher exhibit a Biblical worldview? Please explain how the teacher does or does not exhibit a Biblical worldview in this lesson. Consider the principles of humility, repentance, reconciliation, and forgiveness.
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