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.
This toolkit provides practical guidance for education practitioners on
using video observations to help teachers accelerate their development.
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.
Teachers who
used video observations rated the observation process as more fair and more helpful than teachers in the traditional process.
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.