1 / 27

Video-Based Analysis of Lesson Structures

Video-Based Analysis of Lesson Structures. Lasse Savola , PhD Fashion Institute of Technology—SUNY New York, NY . Doctoral dissertation.

wauna
Download Presentation

Video-Based Analysis of Lesson Structures

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Video-Based Analysisof Lesson Structures LasseSavola, PhD Fashion Institute of Technology—SUNY New York, NY

  2. Doctoral dissertation • The method of lesson structure analysis was introduced in my PhD thesis entitled Video-based analysis of mathematics classroom practice: Examples from Finland and Iceland • Teachers College, Columbia University, 2008

  3. Large studies using lesson structure analysis • Search for structure in diversity • Trends in International Mathematics and Science Study (TIMSS) (1995, 1999) • In 1999, 638 classes in 7 countries participated • Study found that there are many paths to success • The Learner’s Perspective Study (LPS) (2006) • More qualitative in nature • Focused on lesson events, not the whole lessons

  4. Benefits of video in classroom research 1. Enables the study of complex social processes 2. Helps eliminate the say/do discrepancy 3. Lessens recorder bias 4. Increases inter-coder reliability 5. Permits unlimited reanalysis

  5. Benefits of video in classroom research 6. Allows for multiple viewpoints 7. Facilitates integration of qualitative and quantitative methods 8. Enables richer reporting of results 9. Exposes mechanisms and antecedents 10. Can be reduced to lesser forms of event portrayal

  6. Video in professional development of educators 1. Illustrate various levels of thinking 2. Highlight effective practices 3. Show examples of student misconceptions 4. Provoke conversations about a problematic teaching moment 5. Focus on specific aspects of teaching 6. Provide a “common ground” experience

  7. Video in professional development of educators 7. Contrast cases 8. Provide visions of what is possible 9. Compress experience 10. Support role-playing 11. Predict/see what happens 12. Build categories of pedagogical phenomena 13. Enable leaps in time scales (Pea & Hay, 2003)

  8. Problems with video analysis 1. Verisimilitude and camera effects 2. Privacy and confidentiality 3. Educational colonialism 4. May be too persuasive, “seductive” 5. Missing contextual information 6. Evaluation of video research

  9. Why Finland and Iceland? • Cultural and political similarities • In PISA 2006, Finland ranked #1 in mathematics and science, #2 in reading • Despite spending lots of money per student, Iceland’s scores were below average in reading and science and just above average in mathematics • Icelandic gender “problem”

  10. PISA: Finland and Iceland

  11. Methodology • Twenty schools—ten in each country—participated • Two lessons per teacher were analyzed, although often three were taped • Two cameras in the back of the classroom • Lesson structure analysis using Videograph

  12. Lesson structure analysis • Two dimensions: Function and Form • The pedagogical functions of lesson elements are based on Herbart’s (1835) cyclical sequence of learning steps (review, lesson, practice) • The categories for the forms of classroom interaction are sample-sensitive and stem from asking: Who is doing what? How are the participants interacting?

  13. Lesson structure analysis • The first pass categories are fixed (review, introducing new material, practice, other), the second pass categories are sensitive to the sample • The method offers a way to investigate the different forms of classroom interaction by which teachers attempt to achieve their pedagogical goals • One of the strengths of this open-ended method is its ability to capture unique, yet often subtle classroom practices

  14. Lesson structure analysis

  15. Research questions • Does the video-based method of lesson structure analysis presented in this report extend the sensitivity of existing methods of lesson structure analysis such as those used in the TIMSS and LPS studies? • Does the video-based method of lesson structure analysis presented in this report permit structural comparison of Finnish and Icelandic mathematics lessons? • Is it feasible to conduct meaningful video-based pedagogical research on a small scale?

  16. Some findings • Despite the small sample size, some national patterns and cross-national differences were detected • The Finnish lessons essentially followed the conventional Review-Lesson-Practice-script, whereas more than half of the Icelandic lessons exhibit versions of Individualized learning, a learner-based instructional philosophy • Finnish lessons exhibited more classroom interaction, while many Icelandic lessons consisted only of one-on-one tutoring and no whole-class interaction

  17. First-pass categories Eleven Icelandic lessons were conducted using versions of Individualized learning.

  18. First-pass categories The difference in New content is statistically significant.

  19. Forms of Review

  20. Forms of IntroducingNew Content

  21. Forms of Practicing/Applying

  22. Forms of Individualized learning

  23. Individualized learning • Should not be minimally-guided (Cognitive load theory) • Could be a factor in the decline of Icelandic students’ academic achievement scores • Could be a factor in the Icelandic gender question

  24. Publication • Sriraman, Bergsten, Goodchild, Michelsen, Palsdottir, Steinthorsdottir, & Haapasalo (Eds.). (2009). The Sourcebook in Nordic Research in Mathematics Education. Charlotte, NC: Information Age Publishing • “…the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in Scandinavia.”

  25. Selected resources • Clarke, Emanuelsson, Jablonka, & Mok (Eds.). (2006). Making connections: Comparing mathematics classrooms around the world. The Netherlands: Sense Publishers • Goldman, Pea, Barron, & Derry (Eds.). (2007). Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates • Hiebert et al. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 video study. US Department of Education • Pea & Hay. (2003). Report to the NSF: CILT Workshop on digital video inquiry in learning and education, 11/25-26, 2002. Stanford, CA: Stanford University

  26. URL www.ru.is/lasse

More Related