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Long-term Retention Assignment.docx [Title Here, up to 12 Words, on One to Two Lines] Li

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Long-term Retention Assignment.docx [Title Here, up to 12 Words, on One to Two Lines] Liberty University EDUC 500 Video Analysis Tool: Long-Term Retention Assignment April In the video, Ms. Batie... rra demonstrates different types of ways to facilitate learning to her students. She began her class with stating what her learning objectives were, which that was to summarize the story that the class had been reading. She used lesson clarity to be clear on what was needed in order to summarize the book, which was to state the facts. Secondly, she used the modeling strategy by provided the students with the criteria of how to write a summary by the use of visuals, such as the criteria chart, pointer and the large notepad, to show them that this is what it looks like. As she read out loud the requirements, the students knew to follow and read along with her. Lastly, she would ask the students question to guide their learning and released them to engage in peer learning. This was a way for them to pair up with someone in their classroom and discuss their summaries. â€œInformation that has a clear, well-organized structure is retained better than less clearly presented information (Good & Brophy, 2008; Rosenshine, 2008). In my class, I will be teaching my students how to identify shapes. I will begin with providing the basic information on shapes and explanations on how to identify different shapes by using the smart board. Once the students have established being able to identify shapes, I will then instruct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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