Part 1: Project description
The focus of my proposal is to offer students a self-directed series of online learning opportunities that scaffolds teaching observation and video analysis to improve reflection and commentary skills. Video analysis of teaching practice offers a powerful way to observe classroom interaction. One goal of the new New York State Teacher Certification (edTPA) requirements is to help pre-service teachers shape planning and teaching around student engagement and learning outcomes. Instead of a pre-service teacher focusing on the delivery of curriculum stating, “Yeah, I got through the material,” the new analysis reframes the focus to, “Did I have an impact on student learning?“ The edTPA video assessment is an opportunity for a pre-service teacher to demonstrate his/her understanding of teaching and student learning in an experiential and personal way. However, interpreting, analyzing, and planning to change future actions based on reviewing a videotaped lesson introduces new skills. Reflective practice has always been an important part of teacher education. The edTPA’s written commentary requirement includes applying theoretical frameworks to implementation decisions and actions for change and improvement. These are worthy goals for pre-service teachers. However, students need practice observing others and learn how to interpret what they “see.” The hope is that if offered prior to student teaching, this will then improve reflective practice in personal video analysis done during student teaching, for the edTPA and ultimately when teaching.
Part ii: Transformation
Can video analysis be leveraged to improve pre-service teacher practice?
Addressing this question from the “six facets of understanding,” as proposed by Wiggins & McTighe (1998), below is a review of what I want students to know, be able to do and how I will assess it.
Explaining: I plan to work with colleagues and support students to understand the value of video analysis as a learning opportunity. I will be developing a website that “explains” the details of the edTPA and video requirements. “How To/User Guides” will be posted on the website related to video work. [edTPA website in production.]
Interpretations: Students’ initial interpretations of video analysis are likely to be based on personal and cultural experiences as well as beginning observation skills. To complete the edTPA, students will need to contextualize observations in theoretical frameworks. There are no right answers for these interpretations, but an initial assessment should capture how students approach observing teaching using video of others. After scaffolding several modules focusing students’ attention on specific skills or techniques, I would ask students to re-evaluate their interpretations of the original video.
Perspective: After students complete the online series, they should be able to “see” in new ways and generalize learning to other skills or techniques. Students can gain new perspectives on the many ways to tackle a problem by close observation of other teachers in practice.
Empathy: On the one hand, I hope students learn to evaluate teaching practice in a constructive and non-judgmental way. Observing and commenting on practice for potential change is different than critiquing practice. Additionally, to challenge myself, I recently started videotaping all my workshops. I recognize it is not just enough to “preach” the value of video analysis. As a life-long learner there is always room for improvement in my own teaching practice.
Self-Knowledge: Most importantly, by providing guided opportunities for students to analyze teaching videos they will be able to see the complexities of teaching and learning. If they learn and practice constructive observation of other teacher choices, they are likely to become more skilled at applying these same reflective practices on their own work. As Daniel T. Willingham suggests, “First, spend time observing. What do you notice about your students that you didn’t already know? What did you notice about yourself?” (2009, p. 197).
Addressing this question from the “six facets of understanding,” as proposed by Wiggins & McTighe (1998), below is a review of what I want students to know, be able to do and how I will assess it.
Explaining: I plan to work with colleagues and support students to understand the value of video analysis as a learning opportunity. I will be developing a website that “explains” the details of the edTPA and video requirements. “How To/User Guides” will be posted on the website related to video work. [edTPA website in production.]
Interpretations: Students’ initial interpretations of video analysis are likely to be based on personal and cultural experiences as well as beginning observation skills. To complete the edTPA, students will need to contextualize observations in theoretical frameworks. There are no right answers for these interpretations, but an initial assessment should capture how students approach observing teaching using video of others. After scaffolding several modules focusing students’ attention on specific skills or techniques, I would ask students to re-evaluate their interpretations of the original video.
Perspective: After students complete the online series, they should be able to “see” in new ways and generalize learning to other skills or techniques. Students can gain new perspectives on the many ways to tackle a problem by close observation of other teachers in practice.
Empathy: On the one hand, I hope students learn to evaluate teaching practice in a constructive and non-judgmental way. Observing and commenting on practice for potential change is different than critiquing practice. Additionally, to challenge myself, I recently started videotaping all my workshops. I recognize it is not just enough to “preach” the value of video analysis. As a life-long learner there is always room for improvement in my own teaching practice.
Self-Knowledge: Most importantly, by providing guided opportunities for students to analyze teaching videos they will be able to see the complexities of teaching and learning. If they learn and practice constructive observation of other teacher choices, they are likely to become more skilled at applying these same reflective practices on their own work. As Daniel T. Willingham suggests, “First, spend time observing. What do you notice about your students that you didn’t already know? What did you notice about yourself?” (2009, p. 197).
part iii: The Total package (TPACK)
Context:
New York State joined 23 states requiring that aspiring teachers pass new performance-based assessments in order to receive NYS certification. The new edTPA (Teacher Performance Assessment) requirements focus on five key dimensions of teaching: planning, instruction, assessment, reflection about teaching practice and academic language and officially go into effect in New York State for the spring 2014 graduating class and thereafter. However, all School of Education students starting student teaching in Fall 2013 will be completing edTPA requirements.
Unlike other states rolling out these new performance assessments for teacher certification over time, New York State gave colleges only one year to prepare before implementation. Our pilot program was only with 8 students in spring of 2013, another pilot of 100+ students in will be underway in fall 2013, and then we are likely to have between 300 – 400 students needing to officially meet the high stakes requirements in spring 2014.
New York State joined 23 states requiring that aspiring teachers pass new performance-based assessments in order to receive NYS certification. The new edTPA (Teacher Performance Assessment) requirements focus on five key dimensions of teaching: planning, instruction, assessment, reflection about teaching practice and academic language and officially go into effect in New York State for the spring 2014 graduating class and thereafter. However, all School of Education students starting student teaching in Fall 2013 will be completing edTPA requirements.
Unlike other states rolling out these new performance assessments for teacher certification over time, New York State gave colleges only one year to prepare before implementation. Our pilot program was only with 8 students in spring of 2013, another pilot of 100+ students in will be underway in fall 2013, and then we are likely to have between 300 – 400 students needing to officially meet the high stakes requirements in spring 2014.
.
Content:
Administrators, faculty, adjuncts and staff in the School of Education have been analyzing and altering curricular assignments to leverage the edTPA tasks and implementation process in a way that adds value throughout our programs. As a performance-based assessment, completion of the requirements are embedded in the student-teaching classroom experience (usually in the last semester of a candidate’s program). The edTPA assessments include rigorous written commentary, video submissions and assessments as evidence of teaching skill, but more importantly of student learning.
Although my colleagues might not refer to it this way, everyone is working in all Venn diagram circles of the TPACK framework, burning the mid-night oil to best support and guide our students. However to date, only some faculty have integrated videotaping teaching and accompanying commentary as a course or program requirement. Next year, as mentioned above, students will be propelled into using video analysis as a key component of their student teaching assignment and teacher certification requirement.
Therefore, the content focus of this project is to assist students in using and learning video analysis to strengthen reflection and commentary on teaching skills. More about this in the Total PACKage.
Technology:
The technology focus of this project is using video to improve teaching and learning. However, there are both the technical aspects and the pedagogical aspects to using video to improve learning outcomes. The technology will include, but is not limited to: video, online experience (LMS or stand-alone modules), and surveys/results.
Unfortunately, in our urban area, faculty, students and K-12 schools are trying to tackle the “equity of access to technology” and other issues that come with using video (Kelly, 2008). From required permission slips to access and hardware (video equipment, editing software, storage of large files, etc.), I am trying to help students (and faculty) not be overwhelmed by the technical factors and instead focus attention on the benefits of reflecting on practice using video. Granted, many of our students are increasingly tech-savvy, but many are not. And for such a high-stakes assessment, there is a palpable anxiety at our college about the resources that will be needed. edTPA website mentioned above will be full of resources, tech-based user guides and contacts for support. I hope to minimize the “technological” stress being generated by these new requirements.
So for this DreamIT project, the entire training or video analysis experience will be based in an online technology solution available directly to the students.
The first design will attempt to use existing technologies (i.e. BlackBoard, TaskStream, free software editing tools, etc.). Options include a self-paced set of modules created in a learning management system, or embed the online experience within existing courses, or a design outside the LMS altogether. My understanding of the key TPACK issues have deepened while writing this proposal, so a third-party video analysis software/environment may need to be considered when meeting with stakeholders.
Pegagogy:
Once these practical matters are addressed and not approached with trepidation, we will have a greater opportunity to recognize the pedagogical benefits of using video. Pre-service teachers should understand that videotaping student teaching is not about the technical process (knowing how to do it), but about the opportunities to reflect on professional practice and improve professional identity.
I plan to talk with key stakeholders (deans, faculty, students) to discuss a design that meets the needs of many students teaching in different content areas. Whatever technology strategy for delivery is chosen, incorporating teaching videos, observation checklists and surveys, students would be guided through scaffolded training. In the beginning, students would be asked to observe a specific video(s) and take a pretest or written analysis. After completing the modules, students would revisit the same video and determine if their observation skills improved and how the experience might affect their practice.
I have not yet determined a solution to how students would get direct feedback from their pre- and post-tests? If these modules are embedded in courses, then it could be designed in a way that the professor plays a role in reviewing or returning the pre- and post- test results to students. However, if it is a stand-alone set of modules, unrelated to a specific course, then I will need to consider what technology would generate results and enables students to automatically get those results.
Administrators, faculty, adjuncts and staff in the School of Education have been analyzing and altering curricular assignments to leverage the edTPA tasks and implementation process in a way that adds value throughout our programs. As a performance-based assessment, completion of the requirements are embedded in the student-teaching classroom experience (usually in the last semester of a candidate’s program). The edTPA assessments include rigorous written commentary, video submissions and assessments as evidence of teaching skill, but more importantly of student learning.
Although my colleagues might not refer to it this way, everyone is working in all Venn diagram circles of the TPACK framework, burning the mid-night oil to best support and guide our students. However to date, only some faculty have integrated videotaping teaching and accompanying commentary as a course or program requirement. Next year, as mentioned above, students will be propelled into using video analysis as a key component of their student teaching assignment and teacher certification requirement.
Therefore, the content focus of this project is to assist students in using and learning video analysis to strengthen reflection and commentary on teaching skills. More about this in the Total PACKage.
Technology:
The technology focus of this project is using video to improve teaching and learning. However, there are both the technical aspects and the pedagogical aspects to using video to improve learning outcomes. The technology will include, but is not limited to: video, online experience (LMS or stand-alone modules), and surveys/results.
Unfortunately, in our urban area, faculty, students and K-12 schools are trying to tackle the “equity of access to technology” and other issues that come with using video (Kelly, 2008). From required permission slips to access and hardware (video equipment, editing software, storage of large files, etc.), I am trying to help students (and faculty) not be overwhelmed by the technical factors and instead focus attention on the benefits of reflecting on practice using video. Granted, many of our students are increasingly tech-savvy, but many are not. And for such a high-stakes assessment, there is a palpable anxiety at our college about the resources that will be needed. edTPA website mentioned above will be full of resources, tech-based user guides and contacts for support. I hope to minimize the “technological” stress being generated by these new requirements.
So for this DreamIT project, the entire training or video analysis experience will be based in an online technology solution available directly to the students.
The first design will attempt to use existing technologies (i.e. BlackBoard, TaskStream, free software editing tools, etc.). Options include a self-paced set of modules created in a learning management system, or embed the online experience within existing courses, or a design outside the LMS altogether. My understanding of the key TPACK issues have deepened while writing this proposal, so a third-party video analysis software/environment may need to be considered when meeting with stakeholders.
Pegagogy:
Once these practical matters are addressed and not approached with trepidation, we will have a greater opportunity to recognize the pedagogical benefits of using video. Pre-service teachers should understand that videotaping student teaching is not about the technical process (knowing how to do it), but about the opportunities to reflect on professional practice and improve professional identity.
I plan to talk with key stakeholders (deans, faculty, students) to discuss a design that meets the needs of many students teaching in different content areas. Whatever technology strategy for delivery is chosen, incorporating teaching videos, observation checklists and surveys, students would be guided through scaffolded training. In the beginning, students would be asked to observe a specific video(s) and take a pretest or written analysis. After completing the modules, students would revisit the same video and determine if their observation skills improved and how the experience might affect their practice.
I have not yet determined a solution to how students would get direct feedback from their pre- and post-tests? If these modules are embedded in courses, then it could be designed in a way that the professor plays a role in reviewing or returning the pre- and post- test results to students. However, if it is a stand-alone set of modules, unrelated to a specific course, then I will need to consider what technology would generate results and enables students to automatically get those results.
The total package
The ultimate goal in teacher observation and video reflection is for students to not only achieve an “ah-ha” moment about their teaching, but to take action, or at minimum consider alternatives because of that moment. How do novice teachers recognize what needs to improve in his/her practice to improve student learning outcomes? What will make an idea stick? What will get them to change or break out of preconceived or familial ways of behaving? Teachers reflect on their practice all the time. Student teachers certainly are required to reflect on their coursework, experiences and make connections to their work. But reflecting at the end of the day or after a single lesson may not provide the best opportunity for real growth or change. As Daniel T. Willingham (2009) writes, “It’s hard to think about how things are going when you’re in the middle of trying to make them go well!” (pg. 193).
So watch this 3-minute video to learn about the Total PACKage. The full script/text for this video is available at the end of this paper. [Embedded version slightly cut off on right, to view full-size click here.]
So watch this 3-minute video to learn about the Total PACKage. The full script/text for this video is available at the end of this paper. [Embedded version slightly cut off on right, to view full-size click here.]
The SAMR Model:
Teaching videos, as a requirement for teacher certification has been used for years. Many expert teachers in New York remember the days when they videotaped teaching for certification and submitted VHS tapes. However, there is no doubt that newer technologies have enabled assessment opportunities to expand exponentially. The entire basis of the edTPA, which includes an online portfolio submission, scans of student work, teacher feedback, and uploading of documents and video, demonstrates that technology allows for the creation of new tasks. It was previously inconceivable to organize, collect, and evaluate student work on this scale. The design of a stand-alone online experience or module built to strengthen the reflective practice and achievement of a large number of pre-service teachers students is a program modification that takes advantage of the affordances of technology.
Teaching videos, as a requirement for teacher certification has been used for years. Many expert teachers in New York remember the days when they videotaped teaching for certification and submitted VHS tapes. However, there is no doubt that newer technologies have enabled assessment opportunities to expand exponentially. The entire basis of the edTPA, which includes an online portfolio submission, scans of student work, teacher feedback, and uploading of documents and video, demonstrates that technology allows for the creation of new tasks. It was previously inconceivable to organize, collect, and evaluate student work on this scale. The design of a stand-alone online experience or module built to strengthen the reflective practice and achievement of a large number of pre-service teachers students is a program modification that takes advantage of the affordances of technology.
PART IV: Evaluation
Reflection ON action – strengthens reflection IN action.
Research has demonstrated that students who reflect on videotaped lessons “were more accurate in conveying evidence related to overall student learning and the effectiveness of teaching methods/activities when reviewing the videotape versus recalling from memory” (Welsh & Delvin, 2007).
Following a model instituted at the City University of New York at Hunter College by Drs. Baecher and Kung, one evaluation strategy will be to have pre-service teachers identify their understandings of teaching skills and current approach to video observation through an introductory video (2011). Students’ will be guided to share their current thoughts and ideas in a short pre-test survey that is adapted from existing prompts, survey questions, and lists of teaching skills and competencies. Then they will participate in the next series of scaffolded tasks and training modules that focus attention on several “narrow lens” teaching skills and student engagement qualities. Upon completion of the training modules, participants will return to the first pre-test video and will again share their understanding of the teaching and learning in the same survey. The underlying assumption of this project is that by narrowing the lens of observation and asking students to focus on specific skills and outcomes, they will “see” more. This in turn will improve their ability to comment, reflect and ultimately take action on their observations.
Depending on the size and scope of this project and after discussions with stakeholders, another strategy might include comparing the final edTPA results for the “Instruction” section of the certification requirements between students who participated in the online modules and those who did not. The “Instruction” section of the edTPA is where students submit videotaped lessons and their commentary. Since the edTPA scoring process and access to results is unclear at this time, this evaluation can only be a theoretical goal.
Finally, informal or formal focus groups of students can be organized following their participation with the modules. This would provide an opportunity for students to talk about the process of participating in the modules that go beyond the pre- and post-tests, or how participation might impact their future teaching practices. A survey would allow for greater participation and comparison than the focus groups, so an exit survey may also be considered as an evaluation strategy. Students’ perceptions of the quality and value of the process will alter the future design of the tasks and modules.
Many stakeholders are likely to be engaged with this topic, so navigating the rocky waters and strategic planning for implementation lies ahead.
Research has demonstrated that students who reflect on videotaped lessons “were more accurate in conveying evidence related to overall student learning and the effectiveness of teaching methods/activities when reviewing the videotape versus recalling from memory” (Welsh & Delvin, 2007).
Following a model instituted at the City University of New York at Hunter College by Drs. Baecher and Kung, one evaluation strategy will be to have pre-service teachers identify their understandings of teaching skills and current approach to video observation through an introductory video (2011). Students’ will be guided to share their current thoughts and ideas in a short pre-test survey that is adapted from existing prompts, survey questions, and lists of teaching skills and competencies. Then they will participate in the next series of scaffolded tasks and training modules that focus attention on several “narrow lens” teaching skills and student engagement qualities. Upon completion of the training modules, participants will return to the first pre-test video and will again share their understanding of the teaching and learning in the same survey. The underlying assumption of this project is that by narrowing the lens of observation and asking students to focus on specific skills and outcomes, they will “see” more. This in turn will improve their ability to comment, reflect and ultimately take action on their observations.
Depending on the size and scope of this project and after discussions with stakeholders, another strategy might include comparing the final edTPA results for the “Instruction” section of the certification requirements between students who participated in the online modules and those who did not. The “Instruction” section of the edTPA is where students submit videotaped lessons and their commentary. Since the edTPA scoring process and access to results is unclear at this time, this evaluation can only be a theoretical goal.
Finally, informal or formal focus groups of students can be organized following their participation with the modules. This would provide an opportunity for students to talk about the process of participating in the modules that go beyond the pre- and post-tests, or how participation might impact their future teaching practices. A survey would allow for greater participation and comparison than the focus groups, so an exit survey may also be considered as an evaluation strategy. Students’ perceptions of the quality and value of the process will alter the future design of the tasks and modules.
Many stakeholders are likely to be engaged with this topic, so navigating the rocky waters and strategic planning for implementation lies ahead.
part v: connecting with leadership issues in educational technology
Navigating the rocky waters is where I come in.
There is much to learn from the literature about the qualities of an effective leader. Add into the mix that technologies can transform the way we think and learn and the challenging fact that they are ever changing. So to facilitate change an educational technology leader must keep up and move forward while moving forward to keep up. This tug to reflect on what has been successful and take next steps accordingly is sometimes in conflict with the pull towards endless possibilities. My professional development goal is learning to be an effective leader who feels balanced in this position and does not instead get paralyzed by it.
I am charged by statements like the challenging calls to action Scott McLeod, Associate Professor of Educational Leadership at the University of Kentucky and Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), is known for:
“It is difficult to overstate the technological disruptions that are occurring around us, it is equally difficult to understate the lack of progress that most schools have made in response to these overarching societal changes.”
“Schools are spectators to the passing trends.”
Or when writer and speaker on education, Marc Prensky, writes that today’s learners “power up” at home, but identify how they “power down” every time they go to class (2005, p.64).
But I am also fearful of those same statements. Since it seems out of my reach to transform school change at that global level.
So how do I balance this project as an educational technology leader? This project requires that I have a full understanding of the many variables involved – from the new teacher certification requirements to the realities of our resources to the needs of stakeholders and students. Does designing a stand-alone series of training modules make a ripple in the global perspective of technology integration? Maybe not. But in our context, understanding the Total PACKage provides the opportunity to use the affordances of various technologies and gives us the potential to reach more students, enable them to engage in the material in a personalized way, and challenge them to be reflective and critical thinkers in their domain. All while learning and/or utilizing a plethora of technology skills that are necessary for successful completion of the NYS requirement. This includes user guides on videotaping, camcorders, video editing, downloading/uploading, cloud storage, scanning apps, SMART Board lessons to pdf, portfolios, etc. So does designing a stand-alone series of training modules make a dent in the local perspective of technology integration? This is where the rubber hits the road. This is where leadership on this issue at a local level has tremendous potential to make a difference.
I hope to continue to be “charged” by the critical and provocative thinkers in the domain of educational technology and work hard and earn the right to make tracks in my journey towards leadership.
There is much to learn from the literature about the qualities of an effective leader. Add into the mix that technologies can transform the way we think and learn and the challenging fact that they are ever changing. So to facilitate change an educational technology leader must keep up and move forward while moving forward to keep up. This tug to reflect on what has been successful and take next steps accordingly is sometimes in conflict with the pull towards endless possibilities. My professional development goal is learning to be an effective leader who feels balanced in this position and does not instead get paralyzed by it.
I am charged by statements like the challenging calls to action Scott McLeod, Associate Professor of Educational Leadership at the University of Kentucky and Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), is known for:
“It is difficult to overstate the technological disruptions that are occurring around us, it is equally difficult to understate the lack of progress that most schools have made in response to these overarching societal changes.”
“Schools are spectators to the passing trends.”
Or when writer and speaker on education, Marc Prensky, writes that today’s learners “power up” at home, but identify how they “power down” every time they go to class (2005, p.64).
But I am also fearful of those same statements. Since it seems out of my reach to transform school change at that global level.
So how do I balance this project as an educational technology leader? This project requires that I have a full understanding of the many variables involved – from the new teacher certification requirements to the realities of our resources to the needs of stakeholders and students. Does designing a stand-alone series of training modules make a ripple in the global perspective of technology integration? Maybe not. But in our context, understanding the Total PACKage provides the opportunity to use the affordances of various technologies and gives us the potential to reach more students, enable them to engage in the material in a personalized way, and challenge them to be reflective and critical thinkers in their domain. All while learning and/or utilizing a plethora of technology skills that are necessary for successful completion of the NYS requirement. This includes user guides on videotaping, camcorders, video editing, downloading/uploading, cloud storage, scanning apps, SMART Board lessons to pdf, portfolios, etc. So does designing a stand-alone series of training modules make a dent in the local perspective of technology integration? This is where the rubber hits the road. This is where leadership on this issue at a local level has tremendous potential to make a difference.
I hope to continue to be “charged” by the critical and provocative thinkers in the domain of educational technology and work hard and earn the right to make tracks in my journey towards leadership.
The Total PACKage Script:
Hi. My name is Leslie Lieman, Educational Technology Coordinator of the School of Education at Lehman College.
In the urban context previously described, The Total PACKage of this complex project, demands a multifaceted understanding of content, pedagogical and technological knowledge in order for our pre-service teachers to achieve the learning objectives. Let’s break it down.
The BIG PICTURE of this project is to assist students in learning and reflecting on teaching skills that improve K-12 student learning.
The CONTENT will focus on how those skills improve through video analysis.
The TEACHING SKILLS include, but are not limited to:
- Developing a positive learning environment that demonstrates respect for, and rapport with, students of varied needs and background.
- Engaging students and eliciting student responses to promote thinking and comprehension.
- Supporting learning for the whole class while still meeting the needs of those who need greater support or challenge.
- Identifying changes or improvements for future practice.
There are many pedagogical decisions that will need to be made, and the technologies may change based on these decisions. To name a few, at this time the project is more student centered, we are unsure of the prior knowledge so will assume less, we ultimately need students to understand the goal in-depth, but we will have a limited amount of time for a very large group.
After culling through all the technology possibilities, this leads to the following series of technology decisions:
1) Guided observation and reflection on other teachers’ practice (through online videos or other teaching video sources).
2) Offering an online video observation experience or stand-alone module where students are guided through a scaffolded training.
3) Providing support and resources for using video which will be offered on a website.
4) So ultimately students are prepared to video tape their own teaching and offer commentary about their practice.
This Total PACKage will help our students understand and use video analysis to improve their professional practice as teachers. This Total PACKage will help our students learn how reflecting ON action, strengthens reflection IN action.
This has been prepared, in part, as a project of the MAET Program at Michigan State University
Hi. My name is Leslie Lieman, Educational Technology Coordinator of the School of Education at Lehman College.
In the urban context previously described, The Total PACKage of this complex project, demands a multifaceted understanding of content, pedagogical and technological knowledge in order for our pre-service teachers to achieve the learning objectives. Let’s break it down.
The BIG PICTURE of this project is to assist students in learning and reflecting on teaching skills that improve K-12 student learning.
The CONTENT will focus on how those skills improve through video analysis.
The TEACHING SKILLS include, but are not limited to:
- Developing a positive learning environment that demonstrates respect for, and rapport with, students of varied needs and background.
- Engaging students and eliciting student responses to promote thinking and comprehension.
- Supporting learning for the whole class while still meeting the needs of those who need greater support or challenge.
- Identifying changes or improvements for future practice.
There are many pedagogical decisions that will need to be made, and the technologies may change based on these decisions. To name a few, at this time the project is more student centered, we are unsure of the prior knowledge so will assume less, we ultimately need students to understand the goal in-depth, but we will have a limited amount of time for a very large group.
After culling through all the technology possibilities, this leads to the following series of technology decisions:
1) Guided observation and reflection on other teachers’ practice (through online videos or other teaching video sources).
2) Offering an online video observation experience or stand-alone module where students are guided through a scaffolded training.
3) Providing support and resources for using video which will be offered on a website.
4) So ultimately students are prepared to video tape their own teaching and offer commentary about their practice.
This Total PACKage will help our students understand and use video analysis to improve their professional practice as teachers. This Total PACKage will help our students learn how reflecting ON action, strengthens reflection IN action.
This has been prepared, in part, as a project of the MAET Program at Michigan State University