Videotaping--Smile! You're on Candid Camera!

1. Videotaping--Smile! You're on Candid Camera! National Board Candidate Retreat Dr. Clara Carroll, Harding University

2. Introduction • Objective: Candidates will learn the details of making videos for the NB portfolio and understand how to look for evidence in a video Dr. Clara Carroll, Harding University

3. Topics of Discussion • Standards!!! • Purpose for videotaping • Reflection • Analyzing Videos • Tips on Videotaping Dr. Clara Carroll, Harding University

4. Topic One: Standards!! • The study of the NBPTS Standards should be the foundation. • The video should reflect the elements of practice that are judged essential to the NBPTS vision of accomplished teaching • These elements are what the assessors will look for in a candidate’s videos and writings. Dr. Clara Carroll, Harding University

5. Topic Two: Purpose • Because National Board assessors do not visit classrooms, the videotapes are the only way they have to view your teaching. The very nature of the video causes the candidate to reflect on your teaching—that is by watching what you do and when you do it as the lesson unfolds. Dr. Clara Carroll, Harding University

6. “The Big Picture” • What do you see? • Total presentation of the outfit? • Length—Too short? Too Long? • When preparing each videotape segments, pay attention to how you will show the “Big Picture” of your classroom—Did it “fit” the students? Dr. Clara Carroll, Harding University

7. Videotape “Mirror” Should Capture: • Classroom climate—general tone and mood in the classroom • Student engagement—show your students’ learning—active student participation in the lesson’s content • Interaction—how you relate to your students and how they relate to you and each other • Discourse environment—how you engage your students in discussion Dr. Clara Carroll, Harding University

8. Reflection • As you are driving on the “interstate” of your lesson, you are using the windshield to see where you are going • Goals and objectives—where you want to take your students in your teaching Dr. Clara Carroll, Harding University

9. Side Mirrors • When would you use these mirrors? • What decisions would they help you make? • What changes should be made? • Do I need to adjust my pace? • Am I headed straight for the learning goal or am I swerving? Dr. Clara Carroll, Harding University

10. Rearview Mirror • When do you use it? • What kind of reflection is this? • How does this apply to reflection in teaching? Dr. Clara Carroll, Harding University

11. Magnifying Glass • When is it used? • What details should we examine closely in teaching? Dr. Clara Carroll, Harding University

12. Reflective Graphic Organizer Pacing? Engagement? Assessment Methods? Resources? Reflection How can I improve? What can I change? Higher level thinking? Goals Met? Strategies used? Interaction Dr. Clara Carroll, Harding University

13. Analysis Questions Dr. Clara Carroll, Harding University

14. What is the extent of classroom involvement? • Are the students engaged in the lesson? How can you tell? What do students’ facial expressions and body language tell you about instruction? • What kinds of question do you ask? Can all questions be answered with a single word? How long do you wait for responses? Do you ask students to explain and/or defend a particular answer or approach? Do you ask students to compare or evaluate alternative interpretations or strategies? • Were there any opportunities for students to ask questions? How would you categorize the students’ questions? • What roles did you play in the videotape? Was each role appropriate for the situation? • What kinds of tasks did you ask students to do? Did you capitalize on their previous knowledge and experiences? Dr. Clara Carroll, Harding University

15. What instructional opportunities did you take advantage of? Why? • What instructional opportunities did you not take of advantage of? Why? • What evidence did you see of the students taking intellectual risks? Does the class look safe as an environment for getting something wrong? Do students talk to each other as well as you? • Do you push students to take risks, to speculate, to offer conjectures about possible approaches, strategies, and interpretations? • Were the learning goals for the lessons achieved? Did you adjust the lessons so your goals could be achieved by every student? What is the evidence for your answers, both in the videotape and from other sources? • Explain how your design and execution of this lesson affected the achievement of your instructional goals. Dr. Clara Carroll, Harding University

16. Quiz on Videotaping • The assessors are focused on the appearance of the teacher. • Students should be heard on the tape. • Artifacts used in the lesson should be framed in the video or copied and sent. • Assessors can see whether students are engaged or not • Assessors can see the learning environment through the video • Teachers should always begin their tape during the first minutes of class. • Teacher should reflect by talking directly into the the camera. • It may be helpful if others look at the video for evidence of the standards. • A professional video production will hide the lack of standards. Dr. Clara Carroll, Harding University

17. A PZM is required for videotaping. • A release form is required for each student visible or audible in the video. • Teachers should put only the portion which assessors should see on the tape. • Assessors will watch whatever is on the video for the specified time limit. • If you are taping small groups, assessors should be able to hear what the students are saying and see their faces as much as possible. • Candidates should make a copy of each video before they mail their portfolio. • Candidates must analyze, not describe the video. • Edited tapes will make your entry unscorable. Dr. Clara Carroll, Harding University

18. Assessors need to see you and your students together. • Humor should be edited from a video. • Educational goals and engagement of students are not assessed on the video. Dr. Clara Carroll, Harding University