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Teaching Analysis

HOW TO TIE A WINDSOR KNOT
Core Concept
I chose to write a paper on how to tie a tie (The Windsor Knot). I chose this video because I wanted to compare it with the way I tie a tie. This particular video used the double Windsor knot. When I started watching the video I didn’t realize it was for the double Windsor knot. There are several ways to tie a tie and I find myself looking at other people’s ties to figure out if they did it the same way that I do or what method they use. Some people’s ties look a little crooked or sloppy and I always wonder what approach they took when they tied their tie. I always wonder if they may have left a step out. Some people’s ties are too short so I figure that they don’t know how to adjust the tie. I like my tie to be straight and the right length. I am a tall person so I have to make sure I tie mine a little longer. When I meet someone dressed up and wearing a tie, the tie is one of the first things I notice. So I assume that other people are noticing the same thing and this always makes me cautious of how my tie looks before leaving my house.
Organization
I feel like this video (How to Tie A Tie For Begginers) was well organized. He demonstrated the tying process very well. He started off with a tie around his neck and explained step by step what to do. Even to the point of what end of the tie should be in the right hand and which end should be in the left hand. If this was my first time at tying a tie, I believe I could have gotten it tied from watching his video. He went from start to finish and went very slowly (repeating each step) so that someone tying a tie for the first time could understand. He explained every step and demonstrated so you would have time to do it if you were actually trying to tie a tie from the video. He explained how you would place to the two sides to start and then continued it detail with each additional step. When he got finished with this, his tie ended up being too short. He then untied the tie to show how to tie it longer if it needs to be. When trying to learn something from a video, organization is a key step. Without organization it would be hard to learn from a video.
Vella’s Four I’s Approach
According to (Vella, 2001) these four types of learning task was designed as a tool to help guide them .After seeing the model they realized that they were learning what they already knew. 1) Inductive
I think the inductive approach was used. The tie is related to everyday life. You wear a tie to church. It is also worn to job interviews. Some occupations require you to wear a tie. It did not actually say anything about this, but I feel like if you were learning to tie a tie it would be for a purpose. I don’t think you would sit around your house in a tie. Job interviews, church functions and job requirements are definitely related to life. 2) Input
The Windsor knot they used in this video in my opinion is one the hardest knots to accomplish. It is also one of the oldest. I also feel that it is a more professional look. I think the input with new content was not used because of this being one of the oldest knots, but I also feel like it was used to an extent. In the younger and newer generation I feel like it was used, because a lot of them don’t know about a Windsor knot. 3) Implementation
I do feel that this video is implemented in everyday life. A person wears a tie for some reason or other, whether it is professional or personal reasons. This is a task that you would use directly in life. 4) Integration
I think this is a task that is integrating new learning into their lives. In today’s society, ties make you look more professional and this could be an impact on your career. It could make the difference from getting a job and not getting a certain job. I feel that everyone looks for the clean cut look when trying to fill a job position. This would
Also be useful in certain life situations. Type of Information The type of information used in this video was procedural. He showed us how to tie a tie step by step. He didn’t actually have any factual information. He did say it was a Windsor knot, so I guess this part was factual. It was just his way of tying a tie from experience because he said you would have to play with it to get the right length.
Materials
The materials used were a person’s neck and a tie. For this particular video, this was very effective. Without these two things I don’t think you could have learned to tie a tie. It would be very hard to learn how to do this without actually seeing it done and demonstrated. It was very effective in the type of video.
Conceptual Stretch

I don’t think that the conceptual stretch was demonstrated in this video. The images were just normal. There wasn’t any distortion of the original concept to apply to a different context. It was just the guy tying the tie.
Language
I feel that the language was acceptable but at the same time I think it could have been a little better. He was demonstrating tying the tie and he said put it through the middle and hole, I probably would have said through the loop. I really think that is understandable to any person that wanted to know how to tie a tie.
Distractors
There was music playing throughout the video that was kind of distracting. The music was not needed for the effectiveness of the video. All that was needed was the guy on the video and the demonstration of the tying of the tie. Other than that, it only captured what was needed. It only showed the person’s chest area and his arms and hands. The music was the only distraction and it may not have been a distraction to anyone but me.
Gardner’s Multiple Intelligences According to Gardner’s (www.tecweb.org/styles/gardner.html) theory, different kinds of minds learn, remember, perform and understand in different ways. I feel the video appealed to the following: 1) Visuals
Visual media was used and it helped me identify with the object where words alone would have been inefficient. I could not have learned to do this with words alone. 2) Motion
Showing skill as a model that I could measure my performance was also another theory used. I could see whether my tie looked like it was supposed to. 3) Interpersonal
I could learn from interacting with others. This could also be used through group activities. I know me watching this video alone was not a group activity but it could have been if needed be.
Experimental
According to (Kolb, 1999) there are several styles of experimental learning? The one I feel like was used in this video was accommodating styles; dominate learning abilities which are concrete experiences and active experimentation. People with this learning style have the ability to learn from a “hands-on “experience. This video shows a “hands – on” approach. I feel I learn best when I use this type of learning style. It is always easier when you can see what you are doing wrong and having trouble with.
Conclusion
For the most part, I think I chose a good video to write this paper on. It was organized and demonstrated so that a beginner could learn to tie a tie. I was able to see how Vella’s Four I’s approach was used. I was able to figure out the distractors and the intelligences that were used according to Gardner’s theories. I would recommend this video to someone that needs to learn how to tie a tie, especially a Windsor Knot which I personally think is the most professional looking knot on a tie. Although there were some things that I wish were brought out a little more in detail. Such as why one has to practice tying his or her ties to get them to look right and the right length. Every brand of ties are different in more than one way. This is what makes tying a tie so difficult on length and looks. Not every tie is the same length to start with and they are not all made from the same materials. A tie made from thick material will take up more length from the tie in the knot but I believe those problems can be figured out during the tying process.

References
(n.d.). Retrieved from www.tecweb.org/styles/gardner.html.
How to Tie A Tie For Begginers. (n.d.). Retrieved from www.youtube.com/watch?v=p7x7spkkEMY.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles (pp. 227-247). Mahwah, NJ: Lawrence Erlbaum.
Vella, J. (2001). Taking Learning to Task: Creative Straegies for Teaching Adults. San Francisco: Jossey-Bass, 3, 34.

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