Sentences with phrase «video observations as»

«For instance, many moms who breastsleep report, and this has been observed though nighttime video observations as well, that they are not fully awake during these feedings.

Not exact matches

As I point out in the video, his observations showed the masses of clusters were too large, but the numbers he got were far too high, and we now know they must have been in error (or, to be more fair, his uncertainties were too large).

We conduct live behavioral observations to best understand your child's ease of talking, with and without a stranger present, as well as review video of your child talking at home.

There are many kinds of citizen science, among them: making field observations as in the sunflower project, analyzing images and video such as the terrific Zooniverse.org projects, data crunching with spare computing power, and more.

Once this is done, citizen scientists can contribute their observation data, images and video to the organization's database, which is viewed by researchers as well as citizen scientists.

But observations made from multiple angles by three different craft revealed that comet Lovejoy's tail waggled and wobbled in unexpected ways (see video, from 0:20 onward) as the object zipped through the deepest parts of the solar atmosphere.

Since control through video prediction relies only on observations that can be collected autonomously by the robot, such as through camera images, the resulting method is general and broadly applicable.

Both video observation and in - person observation demonstrated longer hand cleaning times for hand washing with soap as compared to rubbing with sanitizer.

For instance, red rice is said to be best (along with shastika [60 day harvested] as well as two others); they knew that long before the study (video by Greger) through observation.

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

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.

The average treatment teacher had 2.85 formal observations based on their submitted videos as well as two no - stakes observations by external observations.

• 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.

Feedback like this led us to conclude that the particular nature of video made it fundamentally different from the other artifacts collected during observations, such as observers» notes, board snapshots, lesson plans, and student work.

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

Researchers also wondered whether the video process would reduce the scheduling headaches that principals contend with as they juggle multiple in - person observations of every teacher.

We find out about Harvard University's Best Foot Forward project, which is exploring the effectiveness of videoing lessons as a feedback tool in teacher observations.

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.

This month, we find out about Harvard University's Best Foot Forward project, which is exploring the effectiveness of videoing lessons as a feedback tool in teacher observations.

For their part, administrators found that the videos were just as authentic as drop - in observations for measuring teacher effectiveness.

Across the study, more than half of video observation work took place at less busy times of day, such as before and after school, during the lunch hour, or on holidays.

As administrators and educators complete evaluations, observations, and student assessments, relevant Teaching Channel videos are selected and highlighted.

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.

No need to take all my notes from my observation and summarize them in a lengthy email; now my feedback is available as soon as I publish a video.

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.

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

Incorporating simpler video observation activities early in teacher education may lead to greater acceptance of more advanced video observation activities, such as video annotation and video clubs, during student teaching and professional practice, preparing new teachers for an era of accountability that increasingly relies on video (Rich & Hannafin, 2009).

This article reports on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video.

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.

Students in a third section (n = 22) of the course, serving as a control group, did not engage in a video activity but took the same paper - based classroom observation test as students in the two video conditions.

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.

In recent years, video - based observation has been taken to a high level as teacher education researchers have repurposed the video annotation methods and tools developed for qualitative research (Rich & Hannafin, 2009), usually with the instructional goal of generating deeper self - reflection (e.g., Calandra, Brantley - Dias, Lee, & Fox, 2009; Rich & Hannafin, 2008; van Es & Sherin, 2002).

However, while video - based self - observation is challenging for many developing teachers, it is also becoming more important, as assessment of both preservice and in - service teachers increasingly involves classroom video evidence (Hannafin, Shepherd, & Polly, 2010).

We then collected observations from all three experts for each video clip and compiled their observations for presentation as expert feedback.

«TORSH Talent's video - based observation and feedback platform was selected by the PAC program through a competitive bid process as a means of enabling the state of MA to quickly and efficiently scale its peer coaching model across the state at a reasonable cost.

After exploring methods of observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our classroom.

As part of a multi-year study of over 400 educators across the country, the Best Foot Forward Project from Harvard's Center for Education Policy Research studied educators» experience using video technology for observation and feedback.

With experience as a classroom teacher, instructional designer and technical project manager, she leads the development of the ADVANCE Suite, that uses the latest in audio - video technology to provide meaningful feedback to teachers through video - based observations, coaching and evaluations.

In each video, you'll see teachers implementing the four domains of effective practice from the book, as well as lesson planning conferences between the teacher and principal, professional evidence - based classroom observations, and teacher reflections on the lesson taught.

There are different ways in which to do this — for example, having learners watch for a specific behavior or action in a video that's playing out, noting their observations, and then comparing them with an expert's observations; or interspersing video clips with decision point questions to form either a linear or a branching flow; or embedding interactivity within or over a video clip itself in a meaningful way so as to achieve a specific learning outcome.

For example, if you writing a research paper on video game violence or research paper on learning styles, you can conduct primary research (field observation or survey) as well as refer to reliable journal articles and books.

The video interview is available here, and in this portion of the interview Ms. Heller provides insightful observations on the art fairs in the emerging art markets, as well as her views on the overall emerging art market trends.

Over the last decade, de Andrade has developed works in photography, video, and installation that stem from observations of everyday life in Brazil and what he regards as its «urgencies and discomforts.»

In this Whitney Stories video, he shares his observations on working as a guard, and offers his unique perspective on the Whitney and its future.

His work in this exhibition will include new work in this series, as well as photos and videos taken in Japan as quiet observations of Japanese society.

Adopting a multidisciplinary approach to his work through painting, assembling of objects, installation, photography, video, and performance art, his artwork offers a distant conceptual observation of the political and historical events that have shaped his country as well as subjectivity in regards to their resulting impact on humanity.

Taking everyday events and experiences as his starting point, Jarrar's practice incorporates performance, video, photography and sculpture to document his observations on life in an occupied Palestine.

Sarah Charlesworth's recontextualized newspapers, a comparison of The Family of Man by Edward Steichen and Steve McQueen, typologies by the Bechers, Karl Blossfeldt, Dan Graham, and others, the photographic archive as a tool of social control, series - based portraiture by artists August Sander, VALIE EXPORT, Claude Cahun, Bea Nettles, Annette Messager, and Sophie Calle, the passage of space and time in works by Ed Ruscha, Duane Michals, Minor White, William Christenberry, and Atta Kim, photographic documention of artistic process, observation and experimentation, the photobook as a traveling idea, the slide show as performed sequence, Eadweard Muybridge and the illusion of motion, sequential narrative in works by Jan Groover, Eleanor Antin, and Chris Marker, compressing time in video works by Andy Warhol and Paul Pfeiffer, and more...