Introduction
This essay provides a critical review of the instructional practices demonstrated in the teaching video titled “What is a Myth? (ESL Lesson)” aimed at 4th-grade English as a Second Language (ESL) learners. The analysis focuses on three main areas: the teacher’s pedagogical approach and its classification, the application of the Pedagogical Capacity for Deep Learning (PCDL) framework, and the impact of the demonstrated pedagogy on the development of global competencies, specifically the 6Cs (Collaboration, Communication, Creativity, Critical Thinking, Citizenship, and Character). Through a detailed examination, this essay seeks to evaluate the effectiveness of the teacher’s methods, propose adaptations for deeper learning, and critically assess how the pedagogical strategies contribute to broader educational goals in the context of ESL teaching.
Analysis of Instructional Practices and Pedagogical Classification
The teacher in the video employs a range of instructional practices that are engaging and interactive, suitable for young ESL learners. From the outset, the teacher builds rapport by greeting students and discussing feelings, fostering a supportive classroom environment (0:00-3:47). The lesson structure is clear, moving from an introduction of myths to specific elements such as characters, problems, and life lessons (3:47-22:32), supported by vocabulary games and creative tasks (22:32-end). These practices demonstrate a focus on active participation, with competitive games and pair work encouraging student involvement (26:42-30:35).
Classifying the pedagogy, it aligns most closely with contemporary approaches. Unlike antiquated methods, which often rely on rote memorization and teacher-centered instruction, or classical pedagogy, which emphasizes structured curricula and formal knowledge transmission, contemporary pedagogy prioritizes student engagement, interactivity, and real-world relevance (Richards and Rodgers, 2014). The teacher’s use of games, collaborative activities, and culturally relevant examples (e.g., comparing Chinese and Western dragons at 7:49-17:55) reflects a learner-centered ethos. Within this pedagogical cluster, the teacher assumes the role of a facilitator, guiding students through discovery and encouraging input, while learners are active participants, contributing through discussion, note-taking, and creative tasks. However, there are limitations; the lesson occasionally leans on structured delivery (e.g., direct explanation of myth elements), which hints at traces of classical influence, potentially restricting opportunities for deeper inquiry.
Application of Pedagogical Capacity for Deep Learning (PCDL)
Deep Learning, as conceptualized by Fullan, Quinn, and McEachen (2018), emphasizes learning that fosters critical thinking, creativity, and the application of knowledge to complex, real-world problems. Within the PCDL framework, the Engagement Model is particularly applicable to the instructional approach observed in the video. This model focuses on creating conditions for student engagement through meaningful tasks, relationships, and a sense of purpose (Fullan et al., 2018). In the video, the teacher effectively engages students through interactive games like “What am I?” and pair work (22:32-30:35), which promote enthusiasm and collaboration. Additionally, building rapport at the lesson’s start (1:34-3:47) aligns with the model’s emphasis on positive teacher-student relationships.
However, the application of the Engagement Model could be adapted for deeper learning by incorporating more open-ended tasks. For instance, while the creative activity of inventing a magical creature (30:35-end) encourages imagination, it could be extended by asking students to develop a full myth narrative, integrating a problem and life lesson, to apply their understanding more profoundly. Evaluating the effectiveness of the current approach, it succeeds in maintaining student interest and participation but falls short in challenging learners to analyze or question concepts critically, which are central to deep learning. Adapting the Engagement Model to include reflective discussions on the cultural significance of myths could enhance its impact, encouraging students to connect learning to broader contexts.
Impact on Global Competencies (6Cs)
The pedagogical approach demonstrated in the video has varying impacts on the development of the 6Cs, which are critical for preparing students for a globalized world (Fullan et al., 2018). Firstly, Collaboration is well-supported through pair work and competitive team activities (28:05-30:35), fostering teamwork and peer interaction. Similarly, Communication is evident as students practice vocabulary aloud and engage in discussions about mythical creatures and life lessons (7:49-22:32), honing their linguistic skills in an ESL context. Creativity is encouraged through the task of designing a magical creature (30:35-end), allowing students to express original ideas, albeit within a structured framework.
However, the impact on Critical Thinking is limited. While students are prompted to guess and correct statements in vocabulary games (22:32-28:05), there is little evidence of tasks requiring analysis or evaluation of complex ideas, such as questioning the cultural origins of myths. This gap suggests that the pedagogical approach, while engaging, does not fully stretch students’ analytical capacities. Regarding Citizenship, the discussion of life lessons like kindness and social responsibility (18:40-22:32) introduces ethical considerations, but these are not deeply explored in a global context, missing opportunities to link values to broader societal issues. Lastly, Character is nurtured through the emphasis on moral values and competitive fairness (e.g., the star system at 1:34-3:47), yet this remains surface-level without reflective activities to internalize these traits.
Critically, while the contemporary pedagogical approach fosters several competencies, its impact is constrained by a lack of depth in tasks. To enhance mastery of the 6Cs, integrating activities like group debates on myth interpretations could strengthen critical thinking and citizenship, while reflective writing on personal values could deepen character development. As Fullan et al. (2018) argue, global competencies require intentional design to connect learning to real-world challenges, an area where the current approach needs further development.
Conclusion
In conclusion, the teaching video “What is a Myth? (ESL Lesson)” showcases a predominantly contemporary pedagogical approach, characterized by interactivity and student engagement, though with traces of classical structure. The teacher’s role as a facilitator and the learners’ active participation align with modern educational ideals, yet opportunities for deeper inquiry are occasionally missed. Applying the PCDL Engagement Model reveals strengths in fostering student interest but highlights the need for more open-ended tasks to achieve deep learning. Furthermore, while the approach supports global competencies like collaboration, communication, and creativity, its impact on critical thinking, citizenship, and character is less pronounced due to limited analytical and reflective components. These findings suggest implications for ESL educators to balance engagement with critical depth, ensuring that pedagogical strategies not only captivate young learners but also equip them with the skills and values needed for a globalized future.
References
- Fullan, M., Quinn, J. and McEachen, J. (2018) Deep Learning: Engage the World Change the World. Corwin.
- Richards, J. C. and Rodgers, T. S. (2014) Approaches and Methods in Language Teaching. 3rd ed. Cambridge University Press.
