Becoming a Program that Uses Video Evidence
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Transcript of Becoming a Program that Uses Video Evidence
BECOMING A PROGRAM THAT USES VIDEO TO SUPPORT TEACHER LEARNING
Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller
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OUR GOAL: WELL-STARTED BEGINNERS
Teachers who demonstrate beginning proficiency with the high-leverage practices
“Subject-matter serious” elementary teachers who are able to represent the content with integrity
Ethical teachers who recognize and can act on their professional obligations
…. with room (and tools!) for further growth and development
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PRACTICE-BASED PROGRAM
Practice as content Practice as means to improvement
Pedagogies of practice that rely on sites where teaching and learning are actively taking place
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THE PROMISE OF VIDEO
Allowing for the representation and decomposition of practice, making possible – Observation of interactions, moves,
expressions/body language/tone, etc. Asynchronous and remote viewing Reviewing/revisiting, sharing, re-using
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CORE PROBLEMS• Protecting privacy
and security of videos• Submitting and
collecting videos•Working with and
learning from video
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A NOTE ABOUT THE TRANSITION POINT
• Many unknowns and partial solutions• People caught “between”• Commitment to move forward
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CORE PROBLEMS
Protecting privacy and security of videos Submitting and collecting videos Working with and learning from video
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CORE PROBLEMS
Protecting privacy and security of videos Submitting and collecting videos Working with and learning from video Preserving videos in useful and meaningful ways Re-use of video submissions by teaching interns,
instructors, program
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CORE PROBLEMS
Protecting privacy and security of videos Submitting and collecting videos Working with and learning from video Preserving videos in useful and meaningful ways Re-use of video submissions by teaching interns,
instructors, program
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“WITNESSING” PRACTICE
Challenges: Being there Teaching is ephemeral Access to one’s own teaching Inadequate “space” for dialog about teaching
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CHALLENGES & RESPONSES: “WITNESSING” PRACTICEBeing present to witness teaching Can be elsewhere
Teaching is ephemeral Tangible records that serve as
residue
Lack of access to one’s own teaching Interns can replay their teaching
and formulate questions it raises
Inadequate “spaces” for well supported dialog Shared space for asynchronous
dialog that accommodates availability of participants and makes participation manageable
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COHERENT MESSAGES ABOUT TEACHING
Challenges: Many perspectives
o Course instructors Mentor teacherso Field instructors Interns
Feedback that is:o Unfocusedo Isolatedo Parallel (or worse conflicting)
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CHALLENGES & RESPONSES: COHERENCE
Unfocused feedback Frameworks to focus
feedback
Isolated feedback Conversations that
involve multiple key perspectives and anchored to a record of teaching
Parallel (or worse conflicting) feedback Opportunities to build on
the points of others and to pose questions to others
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EXPLAINING CORE CONTENT
A core teaching practice that entails: Attending to the integrity of the subject matter and students’
likely interpretation of it Strategically choosing and using representations and examples
to build understanding and remediate misconceptions Using language carefully Highlighting core ideas while sidelining potentially distracting
other ones Making one’s own thinking visible while modeling and
demonstrating
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LEARNING TO “EXPLAIN CORE CONTENT”
Mathematics methods course, with an assignment that involves giving an explanation to a student
Among the challenges:o High-stakes situationoWritten plans are limited for evaluating
preparation and providing feedbacko Access to expertise
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EXAMPLE: FRACTION MULTIPLICATION
Sammi is at her school’s ice cream social and she’s feeling the need for some chocolate! Sammi decides to buy 3/5 of a pan of brownies that is 2/3 full. Sammi wants to know how much of a total pan of brownies she will be buying. She wonders, “What is 3/5 of 2/3?”
• Attending to the integrity of the subject matter and students’ likely interpretation of it
• Strategically choosing and using representations and examples to build understanding and remediate misconceptions
• Using language carefully• Highlighting core ideas while sidelining potentially distracting other ones• Making one’s own thinking visible while modeling and demonstrating
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CHALLENGES & RESPONSES
Limitations of written plans
Video provides opportunities for feedback on many more aspects of the enacted practice
Access to expertise
Efficient way to position those who can provide high quality feedback
High-stakes situation Lower the stakes by supporting
walkthroughs which ensure that interns are ready to enact instruction
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ORGANIZATIONAL CHANGE
Scott & Jaffe, 2004
Denial Exploration and Resistance
Commitment and Maintenance
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STARTING SMALL- WILLING VOLUNTEERS AND TEST CASES
Use cases: One course- Children as Sensemakers One performance assessment- Using Management Moves Effectively
Logistics Cost: School of Education “innovation funds” Availability: all interns and a few volunteer faculty Opportunities to learn about system: orientation from Edthena and
individual instructor trial and error Supports: Edthena FAQs, emailing, tech interested colleagues
GAINING CRITICAL MASS – EXPANDING TO SIMILAR CASES AND FINDING NEW CASES Logistics Cost: student purchased like a text Availability: all interns and “collaborator”
accounts available resource for faculty/early adopters
Opportunities to learn about system: Special beginning of term meetings, demonstrations for interns by course instructors
Supports: Edthena FAQs and help desk; UM quick reference guides; support email
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BECOMING A PROGRAM THAT SUPPORTS ONGOING USE
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Logistics• Cost: integrated into student fee structure• Availability: all interns, full access
&“collaborator” accounts available resource for faculty
• Opportunities to learn about system: Beginning of term “what’s new with Edthena” for instructors, support team members provide fall demonstrations to all interns
• Supports: Edthena FAQs and help desk; UM support group email and are members of all groups