Dr Irene Bell (Mathematics and Numeracy) Dr John McCullagh (Science)

1. Title:Developing Reflective Practice skills for ITE students: using teacher mentors, digital video and multimedia tools to enhance critical reflection in the classroom from multiple interpretations. Dr Irene Bell (Mathematics and Numeracy) Dr John McCullagh (Science) Mr Fergal Corscadden (CELT Coordinator) Contact Person I.Bell@stran.ac.uk Presenters:

2. Project Participants • Year 1 Students undertaking BEd(Post-primary) in Mathematics and Science • Science and Mathematics teacher mentors from Lumen Christi College, Derry (specialist science school) • Tutors from Stranmillis University College, Belfast http://bouncebackkids.org/wp-content/uploads/2008/10/participants.jpg

3. Specialist school engagement – Preparation and Day 1 outline • Reflection and analysis of mentor videos • Video conference session • Pre-lesson discussion with mentor • Mentor observation and reflective discussion on their mentors teaching • Post-lesson discussion with mentors and peers • Collaborative Planning http://www.cov-elect.com/Project%20Outline%20image.jpg

4. Course Assessment - outline • Mathematics subject application – students create a Video Paper structured on the parameters of ‘Better Mathematics’1 document in which they reflect on their teaching • Science subject application – students create a MLO (multi-media learning object) which includes • The video of their teaching • Student reflection on their teaching (in audio & transcript formats) • Teacher mentor reflection on the student’s teaching (in audio format) • College tutor reflection on the student’s teaching (in audio format) • Student’s teaching and ICT skills are not assessed in these courses. Assessment is on their ability to constructively analyse and reflect on their teaching. 1 ETI(2006) Better Mathematics: Evaluation and prompts for self-evaluation and improvement in post-primary schools.

5. Specialist School Engagement Day 2

6. Using video Digital Video Recording : • Provides accurate evidence with which the teaching activity can be analysed • Student reflection has to be honest • Reflection on the process • Comparison of your performance • Comparison of your performance against set criteria Collins(2006) http://www.reelseo.com/wp-content/uploads/video-formats-codecs.png

7. Process A – Reflection in practice - Peer observation& Immediate feedback • Students involved in collecting video action of each other and simultaneously reflecting on what they are observing. • Teacher mentors observed the student’s delivery against the lesson plan and recorded their own thoughts. • Post delivery feedback session. http://twistedphysics.typepad.com/cocktail_party_physics/images/2008/04/06/shermanpeabody1.jpg

8. Process B – Reflection on practice • Video edited in pairs against benchmarks • Collaborative learning • Interaction and constructive group dynamic • Post immersion peer feedback http://rlv.zcache.com/still_looking_sensational_at_50_card-p137478755818224921qt1t_400.jpg

9. Process C – Video production • Evidence of their teaching against their lesson plans • Evidence of their teaching against their benchmark statements • Provided comparative evidence against the comments of mentors, peers and tutors http://www.mediashack.eu/userfiles/image/clapper%20boardediting%5B1%5D.jpg

11. Video paper • Allows the integration of educational theory and academic research • Students told their story using a clarifying lens • Takes an incident intriguing to the student dismantles it and then reconstructs it • Reconsider an incident that would otherwise disappear • Quality of contemplation

12. Multi-media Learning object • Multiple interpretations of the student’s teaching • Gave the student a sense of belonging to a wider profession • Student appraisal allowed the teacher mentors to revisit reflective frameworks • Comparison of handwritten notes against student selection for video

13. Enhanced ICT Skills • Use of Flip cameras • Use of Windows Movie Maker • Use of Movavi Video Converter • Use of Video Paper • Use of the GLO maker to produce the MLO http://www.gw.utwente.nl/vandijk/courses/ict_society_policy/ict_society_policy.doc/ict_society_policy-1.jpg

14. Data Collection • Teacher mentor lesson observations on lessons • Post-lesson notes from students • Video paper • Multi media learning objects • Student questionnaires • Focus group interviews http://www.gw.utwente.nl/vandijk/courses/ict_society_policy/ict_society_policy.doc/ict_society_policy-1.jpg

15. Student Comments • The initial post lesson elation can skew the student’s reflective process. • Video allowed a more neutral environment for analysis • The development of VP or MLO increased the reflective element • Developing the transcript forces you to think about your teaching and how to explain your thinking • The exercise incorporated honesty which made the exercise more personally relevant • Video gives a general impression but the VP and MLO forces you to take reflection to the next stage • Increased confidence in their teaching ability http://coursetools.caret.cam.ac.uk/wp-content/uploads/2009/12/wordle-of-our-student-comments.jpg

16. Positives • Success in delivery occurs when the work is fully aligned to the teaching aims and fully embedded within the module • Student learning takes place in a collaborative, supportive and interactive model • Group dynamics developed because peer analysis was present • Challenging work which succeeds because it has motivational relevance to the students. http://api.ning.com/files/TInGqKnkqmXXyX1ytL*jxzX3-g6ansVCO3FeLN5cd40ahYsYyWsz5vYlHGvd5B5wmN42CplITAl6sRpEuKr2C4OGWFq80oCO/dreamstime_1847331.jpg

17. Reflection impact increases

18. The next step • Students undertook a piece of action research in each subject area • Selected topics based on the findings of the VP and MLO • The action research was tracked using a video diary • Students submit video diary and relevant documentation http://www.ideachampions.com/weblogs/the_next_step.jpg

19. Bibliography • Cogan-Drew , D.(2009) Video paper in context: case reports from the field. Technology, Pedagogy and Education. Vol 18:3, p299-313. • Collins, A. (2006) Cognitive Apprenticeship. (ed) sawyer, K. The Cambridge Handbook of the Learning Sciences. Cambridge University Press • Education and Training Inspectorate ETI (2006). Better Mathematics: Report of a survey. Monitoring and evaluation of mathematics in post-primary schools.: [online] www.etini.gov.uk/better_mathematics-3.pdf Accessed January 29th 2010.