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The Uses of Digital Video for Teacher Reflection and Learning

The Uses of Digital Video for Teacher Reflection and Learning. Brian P. Yusko, Ph.D., Cleveland State University. Rationale, Theory, and Methods. Outline of Talk. Conditions of Teacher Learning Promise of Video Current Uses of Video in Teacher Education

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The Uses of Digital Video for Teacher Reflection and Learning

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  1. The Uses of Digital Video for Teacher Reflection and Learning Brian P. Yusko, Ph.D., Cleveland State University Rationale, Theory, and Methods

  2. Outline of Talk • Conditions of Teacher Learning • Promise of Video • Current Uses of Video in Teacher Education • Teacher-Constructed Cases for Individual and Collaborative Reflection

  3. Conditions of Teacher Learning

  4. Reflection Level Reduction Reflection Connecting Theory and Practice Theory (Logical ordering of relations in the schemata) Schema (Network of elements and relations Gestalt (Holistic) Experience with Concrete Examples Source: Korthagen, Kessels, Koster, Lagerwerf, & Wubbels, 2001

  5. Process of Reflection • Dewey (How We Think) • (i) a felt difficulty; • (ii) its location and definition; • (iii) suggestions of possible solution; • (iv) development by reasoning of the bearings of the suggestion; • (v) further observation and experiment leading to its acceptance or rejection • ALACT Model (Korthagen et al., 2001)

  6. Promise of Video

  7. How can video satisfy the conditions for teacher learning? • Fun and engaging technology tool • High degree of authenticity • Situated in context--provides rich information about a classroom (physical environment, verbal and non-verbal interactions, interactions not seen by teachers) • Multiple possible lenses for examining classroom teaching and learning • Allows reflection on authentic teaching situations

  8. Additional Possibilities with Digital Video • Easy to view and re-view • Possible to stop or slow down • Quick access to any point in the video Editing provides control over how teaching is represented • Easily shared on USB drives or CD’s

  9. Pitfalls of Video • Illusion of objectivity • Illusion of completeness (visit a virtual classroom) • Editing, titling and narration allow editors to create “teaching fictions” (Tochon, 2007)

  10. Four Questions to Differentiate Video Use • Video Content: What will be videotaped? • Video Context: What are the guidelines for videotaping, and what information will be shared concurrently with the video? • Reflection Process: What should be done with videos that are taken? • Reflection Context: How will be finished videos be used? Who will watch them, and with what guidelines?

  11. Uses of Video in Teacher Education

  12. Uses of Video in Teacher Education • Evaluation • Modeling • Inquiry • Reflection

  13. Video for Evaluation • Evaluation of teaching (Berg & Smith, 1996) • Assessment of teacher performance • Self-evaluation • Long-distance supervision • Microteaching (Tochon, 2007) • Stimulated recall (Tochon, 2007)

  14. Video for Evaluation • Video Content: Self, focused on evaluation instrument • Video Context: Contextualized if viewed locally • Reflection Process: Evaluation according to rubric • Reflection Context: Individual reflection by evaluator (self or other)

  15. Video for Modeling • Publishers—e.g. Houghton Mifflin Video Cases • Large-scale funded research—Knowledge Networks on the Web (KNOW) (Brunvand & Fishman, 2007)

  16. Houghton Mifflin Video Cases

  17. Knowledge Networks on the Web (KNOW)

  18. Video for Modeling • Video Content: Other, displaying best practices • Video Context: Decontextualized, often edited with teacher or expert commentary • Reflection Process: Observation for specific aspects of teaching to emulate • Reflection Context: Individual or collaborative

  19. Video for Reflecting on Others’ Teaching • Lampert & Ball M.A.T.H. (Mathematics and Teaching through Hypermedia) (Lampert & Ball, 1998) • Reading Classroom Explorer (Hughes, Packard & Pearson, 2000) • Harris Video Cases (Chan, Harris & Teemant, 2005; Harris & Pinnegar, 2005)

  20. Harris Video Cases (Merrill Prentice Hall)

  21. Video for Reflecting on Others’ Teaching • Video Content: Other, open-ended, perhaps with focus on best practices • Video Context: Partially contextualized with supplementary materials • Reflection Process: Allows for problem framing • Reflection Context: Individual or collaborative

  22. Video for Reflection on One’s Own Teaching • Watching and Reflecting • Editing

  23. Watching and Reflecting • Video Studio Group (Tochon, 1999; Tochon, 2007) • Video Clubs (Sherin, 2007; Sherin and VanEs, 2005; vanEs & Sherin, 2006)

  24. Video Analysis Support Tool Source: Sherin and vanEs, 2005

  25. Editing • Calandra (2006, 2008)—measured level of reflection after teacher candidates edited for “meaningful teaching incidences” • Beardsley, Cogan-Drew & Olivera (2008)—VideoPaper

  26. Video for Reflection on One’s Own Teaching • Video Content: Self, teacher-selected focus • Video Context: Contextualized • Reflection Process: Allows for problem framing • Reflection Context: Individual editing for collaborative inquiry

  27. Analysis of Popular Video Uses

  28. Teacher-Constructed Cases for Individual and Collaborative ReflectionVideo Technology Mentoring Project

  29. Edit Video Design Goal Goal

  30. Design Case Discussion

  31. Video Content: Goal-Setting This form is to be completed by both members of the teacher pair to identify areas of professional growth to be documented throughout the project. You may choose to use some of the goals as part of the Goal Setting Conference with the principal. Name: ________________________________ Date: _______________________ Grade Level: ________ Subject Area of Focus: ________________________ We have read and discussed the goals listed above. Teacher Signature: _________________________________ Date: ____________ Partner Teacher Signature: ___________________________ Date: ____________

  32. Choosing a Focus • Management • Rapport • Environment • Transitions • Behavior • Teaching Interactions • Teacher talk • Teacher-student talk • Student talk • Student learning • Focus student(s) • Student work • Student dialogue

  33. Reflection Process: Producing a Teaching Case • 5-7 minutes of edited footage ( • Relates to identified goal • Challenging moments involving teacher decision-making • Interesting interchanges between teacher and students or among students • Moments illustrating success in relation to the goal • May include titles or narration • Not intended to be a stand-alone case

  34. Teaching Case: Inventions

  35. Reflection Context: Case Discussion Protocol • Introduction (2 minutes) • Viewing the video (5 minutes) • Framing the issues (10 minutes) • Response (3 minutes) • Suggestions and Implications (10 minutes)

  36. Summary

  37. Conclusion • Video offers unprecedented opportunities for teacher educators • Video may or may not promote teacher reflection • Teacher educators need to be clear about their intended purposes and the match between purposes and design of video-based experiences

  38. Thank You!http://academic.csuohio.edu/yuskob/VELON.htm

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