Sentences with phrase «used video observations»

Teachers who used video observations rated the observation process as more fair and more helpful than teachers in the traditional process.

In the study, researchers at Dartmouth - Hitchcock Medical Center used video observation to map patterns of anesthesia provider hand contact with anesthesia work environment surfaces to assess hand hygiene compliance.

This toolkit provides practical guidance for education practitioners on using video observations to help teachers accelerate their development.

Day 1: 5 Dimensions of Teaching and Learning; 5D + Teacher Evaluation Rubric examples, Rater reliability protocol; Scripting and coding practices; Identifying evidence connected to 5D dimensions and 5D + indicators using video observations.

Not exact matches

Your relationship with your baby is also a very powerful tool, which is why I use newborn observations and Video Interaction Guidance (VIG) in order to support mothers to become more confident and less anxious.

Although the signal is extremely weak and so very fuzzy, the astronomers have been able to enhance it using techniques they normally apply to observations of distant galaxies and produce a video of the planet's surface.

McGregor and Gribble found that when the stimulation was applied to the sensory nerves of the right arm, which was the same arm used by the tutor in the video, the benefits of observation were disrupted.

There are a lot of technical observations — pointing out real penguins vs. CGI, different types of fake snow, discussing the digital video cameras used, recalling filming weather conditions and times — that most viewers won't care to hear about, at least not for 94 minutes.

Using Video to Make Classroom Observations More Fair, More Helpful, and Less Burdensome Brookings, 6/11/15 «The opportunity to watch their own lessons seems to have made treatment teachers more self - critical.

Consensus needs to be reached on the focus of the observation (teacher, students or both), the frequency and duration of observations, the structure of pre - and post-observation meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the classroom observation guide to be used.

Key Elements of Observing Practice (DVD) contains a series of short videos that invite you into classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own process for learning from classroom observation.

The project uses video as a medium for observation, discussion and sharing.

This lesson focuses on Observation (participant and non-participant), including key words and definitions linked with observation, different observation techniques and strengths and limitations / weaknesses of using observation Resource includes lesson objectives, starter and plenary activities, video clip links, independent work and more.

Ms. McKeone wanted to boost the digital skills of students with autism; Mr. Geller wanted to use video to facilitate observations and feedback for teachers.

• We learned that the use of video did not save administrators» time; in fact, treatment administrators reported spending more time on the observation process than the control group.

And that means that as you come back to your school of education, the video has to be analyzed, the observation rubrics have to be in place and used, we have to know what good teaching looks like in a disaggregated form, we have to be able to provide meaningful feedback against a differentiated rubric.

In sum, the use of teacher - collected video in classroom observations did seem to improve the classroom observation process along a number of dimensions: it boosted teachers» perception of fairness of classroom observations, reduced teacher defensiveness during post-observation conferences, led to greater self - perception of the need for behavior change and allowed administrators to time - shift observation duties to quieter times of the day or week.

The use of teacher - collected video in classroom observations did seem to improve the classroom observation process.

• Although both treatment and control teachers volunteered to participate in the project, the treatment teachers were more likely to support use of video at the end of the first year, as a replacement for some or all of their in - person classroom observations.

To test these approaches, the Educational Testing Service trained more than 900 observers to score 7,500 lesson videos using different classroom - observation instruments.

In speaking with study participants in four states, we learned that teachers using video became observers themselves, not just the subjects of observations.

For our second report, the Educational Testing Service (ETS) scored 7,500 lesson videos for 1,333 teachers in six school districts using five different classroom - observation instruments.

When we surveyed teachers about their experience participating in our in - person and video observations, I was not surprised that teachers who had used video technology reported having learned about their practice at a significantly higher rate than those participating in in - person observations alone.

A robust new video observation toolkit from Harvard helps address these challenges by suggesting ways of using video technology to rethink traditional approaches to teacher observation and professional development.

The videos could have other benefits as well — allowing a principal to time - shift their observations to quieter times of the day or week, providing material to discuss with peers and colleagues, facilitating the use of external experts who may not be on the school site.

The Best Foot Forward Project aims to learn whether school districts could use video technology to make the observation process easier to implement, less costly, more acceptable to teachers, and more valid and reliable.

According to Chief Product Officer, Jeanette Haren, using data from teacher evaluations, observations, and student assessments, the Performance Matters Platform can directly offer teachers embedded relevant Teaching Channel videos, saving time for teachers and administrators alike.

Teachscape, a contractor providing cameras, software, and other services for the research, estimated first - year startup costs of about $ 1.5 million for a district with 140 schools and 7,000 teachers to buy one camera per school and lease the software to carry out classroom observations using digital video.

Use the various information sources (e.g., observations, personal experiences, video, hypermedia, readings, etc.) encountered thus far to come to an informed opinion about classroom organization strategies and their impact on student learning.

Students used RCE as one source among a number of possible sources they were encouraged to draw upon in the course, including (but not limited to) classroom observations, readings, personal experiences, past careers, and video exemplars.

Topics include the teacher certification process to become a National Board - Certified Teacher (NBCT), the role of teacher - student relationships, as well as the use of video recording and peer review observation to improve teaching skills among student teachers.

Context of use Students used RCE as one source from a host of possible sources they were encouraged to draw upon in the course, including (but not limited to) classroom observations, readings, personal experiences, past careers, and video.

In giving pedagogical practices, the teacher directs the students to content using structured learning experience similar to the teachers» use of the IWB to show videos, play review games, or to do the reveal activities (e.g., the Martin Luther King activity seen in the seventh observation in Ms. Adams» class).

In this role, he leads a team responsible for delivering teachers and administrators cutting - edge solutions, like ADVANCEfeedback ®, that use the latest in audio and video technology to provide meaningful feedback and support to teachers through video - based observations, coaching and evaluations.

In this role, Don leads a team responsible for delivering teachers and administrators cutting - edge solutions, like ADVANCEfeedback ®, that use the latest in audio and video technology to provide meaningful feedback and support to teachers through video - based observations, coaching and evaluations.

Teachers and school leaders: Help Harvard researchers improve classroom observations by using video technology.

Students will have the option to use still or video cameras to record their observations of buildings or places.

The completed online, video - based assessment tool aims to measure how school leaders can observe and notice the quality of classroom instruction, interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.

She has led professional learning sessions at the local, regional, state, and national levels on topics such as classroom observations and the use of video, formative assessment, common core state standards, and quality feedback.

Yet, an underexplored use of video in teacher education is scaffolding preservice teachers» video - based self - observation (self - video) by having them first practice critically observing the classroom videos of other preservice teachers at a similar stage of development, whom we call near peers.

Indeed, the term video confrontation has been used to describe critical observation of self - video (Fuller & Manning, 1973), a process that requires teachers to separate from and objectify their on - camera selves (Greenwalt, 2008).

However, when classroom video segments are used to trigger the observations of viewers, then representation of the full classroom context is less critical.

The second adaptation we made to the video annotation method was using experts» observations of the same video segments as feedback to learners.

Another way to circumvent the limitations of classroom video is to use video footage, not as a way to study the actual classroom, but rather to trigger (Brouwer, 2011) observations by both experts and novices.

When compared to controls, the preservice teachers in the condition using digital video - supported observation were significantly more effective in their ability to observe, recognize, and analyze effective teaching.

Used in the right ways, we believe that critical observation of near - peer video is a way to scaffold self - observation and to lessen the emotional impact of video confrontation.

The three experienced teacher - educators (experts) who coded the trigger videos also completed the written classroom observation test, and their responses were used to establish a scoring rubric.

Longer video segments could have been used in the guided video viewing activity since expert observations were constantly available and referenced to a visible time - code on the video so the viewer could watch the video and check the experts» observations without interrupting the video playback.

We also designed a less sophisticated version of the interactive video method that maintained the critical design elements of using classroom teaching video of other preservice teachers for stimulus material and using experts» observations as feedback.

One of the adaptations was to use near - peer rather than self - video to practice critical observation.