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Video narratives. Anne Bannink Gee van Duin Judith Janssen Lidy Wesker diverse 2007 Lillehammer. 6-12. Nursery school. 13-18. Primary school. 19-24. Secondary school A-level. University master degree. Graduate School of Teaching and Learning. Age >25. Post master education.
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Video narratives Anne Bannink Gee van Duin Judith Janssen Lidy Wesker diverse 2007 Lillehammer
6-12 Nursery school 13-18 Primary school 19-24 Secondary school A-level University master degree
Graduate School of Teaching and Learning Age >25 Post master education
Written portfolio • Everything • Is • Under • Control
Problem → project • Participants: 14 Dutch higher education institutes • Budget: € 900.000 • Duration: 11/2006 – 11/2007 What could be the format of digital video portfolios in competence-based learning in view of efficient and effective coaching and assessment of students?
Strong points in video reflection • Classroom behaviour is seen in context • Episode selection by student
Competences • Pedagogical • Interpersonal • Methodological • Organizational • Relational (colleagues, parents, community) • Reflective
Competences • Interconnected • Holistic approach
Novice vs. expert teacher • Life-long learning • Show growth
Design principles • Inclusion of video reflection assets. • Assessment of both performance and growth. • Synthesis of ‘classroom competences’. ▼ • Video narratives
Laura: ‘Work in progress’ www.dividu.nl
I’m going to focus on the pedagogical and interpersonal competences. They are closely linked, as I have experienced. Being in touch with your students is what makes teaching enjoyable. I consciously try to relate to them and enjoy doing this very much. But I need to balance being nice and being in control, being me and setting boundaries, communicating and directing at the same time, that’s my challenge. And this is closely linked to the pedagogical competence. I teach a few noisy groups and there being nice and having personal contact with the students don’t suffice. These groups force me to develop this competence. And although I find this frustrating I see these lessons foremost as an opportunity to learn. And I appreciate the lessons that run smoothly even more. I’m still playing with this. The footage I’ve selected is a clear demonstration that sometimes, with some groups I’m successful, but not always and not with all groups. The first episode “Nightmare” dates from the beginning of my teaching practice. A good starting-point, since these are the situations that force you to take action. Sometimes by acting upon what is happening, sometimes by trying to create a good atmosphere by way of prevention. As the title of this story shows: it is a process, which isn’t completed by far. Getting and keeping a good working climate is something that will always continue to be an issue. I’m certain it will take me at least a couple of years before I am fully proficient in this field.
In this episode I’m much more successful in getting through to the students of class 2B3. We come to an arrangement: “We’ll do this but it means you’ll be really careful with the stuff.” This is a very difficult group and I had been warned against working with skulls.
My confrontation with Julia left me with mixed feelings. The girl is a problem student. She is often mean and violent towards her fellow students. I catch her in the act and react immediately. Watching the video I feel my behaviour is rather severe and confrontational. Is it okay to do this? But … she behaves much better in my classes these days.
Design Principles 2 • Include at least three video episodes. • Connect experiences with theories. • Use sample narratives to know expectations. • Ask feedback on draft from peers / supervisors, …. promoting further reflection on growth
