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Watching Me, Watching You, Aha!! Developing Reflection and Practice through the use of video

Watching Me, Watching You, Aha!! Developing Reflection and Practice through the use of video. Adrian Copping PGCE Primary Cohort Leader. Aims. Explore whether using video supports a better quality of reflection on practice;

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Watching Me, Watching You, Aha!! Developing Reflection and Practice through the use of video

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  1. Watching Me, Watching You, Aha!! Developing Reflection and Practice through the use of video Adrian Copping PGCE Primary Cohort Leader

  2. Aims • Explore whether using video supports a better quality of reflection on practice; • Explore how the participants choose to utilise the video tool; • Discover what elements of their practice they focus on individually and collectively. Does anything change over the year and the insights it gives into a PGCE student’s professional development.

  3. Context • 6 full time primary PGCE students • Recording practice 2 months in and 2 weeks from the end • Decide on their own focus or how they want to use the video recording • Focus group discussion forum afterwards (students brought a selected extract from the video and shared with the other participants)

  4. Ward,J. and McCotter, S. (2004) ‘Reflection as a visible outcome for preservice teachers’. Teaching and Teacher Education. 20. pp. 24357

  5. Focus, Inquiry, Change What are the concerns about practice? Personal demeanour, classroom behaviour, noise, pace, idiosyncrasies, communication with children, timings What is the process of inquiry? Critical about practice, seeking others’ reassurance about solving initial issue, bringing own experience to that of others’. How does inquiry change practice and perspective? Personal response to initial issue, leads to improved practice, realise the reality, experiencing own teaching Ward,J. and McCotter, S. (2004) ‘Reflection as a visible outcome for preservice teachers’. Teaching and Teacher Education. 20. pp. 24357

  6. Concerns about practice ‘..and the other thing…. was my behaviour… I don’t think I have a range of behaviour strategies or I wasn’t using them’ (Participant 2) ‘When I watched back I saw lots of idiosyncrasies that I would want to ..ease out… such as not moving from my chair..’ (Participant 6) ‘Getting them quiet at the beginning, but a lot of noise was in the corridor then… but the giving out of whiteboards and pens.. It was just a nightmare’ (Participant 5)

  7. The process of inquiry ‘I’d designated two people, one to give the whiteboards, one to give the pens….and it was a nightmare. When you’re doing a starter it needs to be quick and efficient’ (Participant 5) ‘I have one question from the video.. You might be able to give me a bit of feedback on… do I sound like that when I’m talking to you or do I talk differently to the children?’ (Participant 6) ‘I’m picking things up from different people’s videos, that you think, Oh Yeah! I do that’ (Participant 5)

  8. Changing practice and perspective ‘As a result of watching myself teach will it change anything about the way I teach.. The answer to that is yes….it had an immediate impact on the way I taught my next lesson’ (Participant 2) ‘ In the chair, I thought there was a lot more noise, I thought the behaviour wasn’t as good as it could have been. Watching it back.. They were not too bad, they were fine’ (Participant 2) ‘ so, you’ve ended up experiencing the length of your opener as opposed to someone verbally feeding back to you’ (Participant 4)

  9. Some initial questions Incidental Learning Reinforcement of Learning I think I already knew that anyway, so that wasn’t something learnt from watching the recording. It reinforced what I thought but it wasn’t necessarily about learning something new When I watched it back I was so shocked at the speed I was going, the amount I was clicking my pen and the amount I cut across what the kids said. To what extent do incidental learning or reinforcement of learning lead to transformative reflection?

  10. Learning from experts (Teachers TV) Learning from watching Peers’ teach ‘3: …We get to see Teachers TV which is meant to be model teaching, it’s refreshing to see our peers teaching.. This would be good to share in a seminar more widely.. 2: Seeing that other people are operating at the same level as you is comforting 3: and it’s about development’ To what extent does learning from an expert modelling ‘expert teaching’ lead to transformative reflection?

  11. Some tentative conclusions • Predictably, most concerns about practice were routine or technical – largely behaviour management / resource management; • Those using the video tool to reinforce mentor comments generally stopped reflecting after a success or failure had been identified; • The process of inquiry and change in practice could certainly be classed as dialogic, all participants found sharing their experiences as a result of the video process more beneficial than the process itself.

  12. Adrian.Copping@cumbria.ac.uk

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