Even the most appropriate type of video does not automatically translate into teacher learning. Research has found that what makes video a promising tool for teacher learning – its ability to capture the complex reality of classrooms –makes it also a challenging tool. Without guidance, different teachers will focus on different aspects of the teaching/learning situation portrayed in the video. Pre-service teachers will tend to focus on superficial aspects of the videotaped teacher, such as their clothing and their tone of voice. Depending on the purpose, it is thus important to guide teachers’ viewing and help them to focus on specific interactions and aspects.
- Before watching: In most cases, a video supported activity needs to be introduced and framed for teachers to learn from it. Clarifying goals for viewing is important and so is familiarizing teachers with the content of the video. We might ask teachers to solve the math problem at the center of video clip they are about to watch or to review a framework for productive class discussions before we ask them to identify particular talk moves.
- During viewing: guiding video viewing may vary from posing broad questions teachers should consider while watching to annotating specific interactions. The type of scaffolds that we use should be driven by the goals we have for teacher learning. Several software tools are available to support close analyses of videos. At the UCI Center for Research on Teacher Development and Professional Practice, we have developed and studied frameworks and activities to support productive use of video. See their description below and find the related publications in our reference list.
- After watching: video-supported activities are amplified when they are connected explicitly to other aspects of the teacher education curriculum and when teachers are asked to reflect on what they learned and how video viewing supported their learning.
USEFUL RESOURCES (we are creating resources for each of the frameworks and activities below and more. You can find them here: https://tinyurl.com/OptimizingOnlineVideo. Check back soon, if you don’t see what you need yet or email Rossella at r.santagata@uci.edu if you have a specific need)
- Learning from Teaching and the Lesson Analysis Framework
- The Teacher Noticing Framework
- Video-embedded pedagogy to de-settle preservice teachers’ settled expectations
- Supporting novice teachers’ noticing of students’ mathematical strengths
Please fill in this brief survey after browsing these pages and the linked resources. We look forward to your feedback and would love to know about your plans: https://forms.gle/8BGKGzxoscwo5XGG8. Also, let us know if you are interested in forming an online community that shares our interest in video-supported teacher learning.
References
Kang & Lee (2018). Exploring a video-embedded pedagogy that prepares novice science teachers for equitable instruction. Presented at the AERA Annual Meeting, Toronto, CA.
Santagata, R. (2014). Video and Teacher Learning: Key Questions, Tools, and Assessments Guiding Research and Practice. Beitraege zur Lehrerbildung, 32 (2), 196-209.
Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, The International Journal of Mathematics Education, 43(1), 133-145. https://link.springer.com/article/10.1007/s11858-010-0292-3
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of mathematics teacher education, 10(2), 123-140. https://tinyurl.com/umao9vx
Santagata, R., Yeh, C., & Mercado, J. (2018). Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction. Journal of the Learning Sciences, 27(3), 474-516.
Sherin, M. G., & van Es, E. A. (2003). A new lens on teaching: Learning to notice. Mathematics teaching in the middle school, 9(2), 92.
van Es, E. A. and Santagata, R. (2017). Using video to work with teachers on noticing and responding to student thinking. Travail et Apprentissage, 17, p. 188-208.
van Es, E. A., Stockero, S. L., Sherin, M. G., Van Zoest, L. R., & Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics teacher educator, 4(1), 6-19.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10(4), 571-596. https://tinyurl.com/wufn36h