What should I take into consideration when selecting a clip?
This section provides research-based suggestions when considering clip selection for teacher learning.
Realism and Authenticity
Brouwer (2022) notes the importance of video clips that appear real and authentic. When selecting clips, some points to consider include:
- Teachers will take a video more seriously if it appears representative of contexts in which they are familiar (Sherin et al., 2009).
- At times, scripted video may be helpful for specific pedagogical purposes, such as to compare a model practice with a problematic case (Piwowar et al., 2018). Here, look for carefully developed scripted videos that appear authentic.
Type of Video Clip
In video-based professional development for science teachers, Zhang et al. (2015) used three forms of video for teacher learning. Their description of affordances and constraints of each are summarized below:
Context of the Video
Viewers need to attend to both what is seen and unseen to make sense of a particular practice (Hatch & Grossman, 2009). To attend to the wider context, research suggests to:
- Situate the clip within the broader lesson and teaching practices. Hatch and Grossman (2009) suggest taking a multimedia approach that provides viewers with a range of artifacts related to the video clip. In addition, consider noting the unseen work that is necessary for the success of a specific practice.
- Provide context, but avoid too much background information. In their review, Sherin et al. (2009) note that too much context information might distort how viewers make sense of the clip; viewers may draw inferences from the context information rather than the video evidence.
Purpose of the Clip
Two primary reasons to show video are to help teachers make sense of specific practices and to create an opportunity for reflection.
| Clips to Build Vision of Instruction | Clips to Spur Reflection |
| Clips of exemplar or model practice can support viewers in seeing what is possible in a classroom space.
Video analysis can serve as an initial step to understanding a practice before teacher candidates move on to planning, rehearsing and enacting it (McDonald, Kazemi, & Kavanagh, 2013). |
By posing a dilemma of practice through video, teachers are asked to rethink ideas they may have about teaching (Brouwer, 2022).
A thematic approach to selecting clips, where clips are selected to represent a continuum of practice, supports viewers in comparing and contrasting practices, and reflecting on possible alternative instructional moves (Yip et al., 2018). |
Specific Example: Clips to Promote Discussion of Student Thinking
Sherin et al. (2009) analyzed video clips and subsequent teacher discussions to understand how aspects of a clip support productive discussions. They rated clips along three dimensions:
Interestingly, Sherin et al. (2009) found that the depth of student thinking made visible on the clip did not necessarily relate to productive teacher discussion. Rather, they found that the relationship between the three dimensions supported in-depth conversations.
References
Brouwer, N. (2022). Using Video to Develop Teaching. Routledge.
Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation: Using technology to examine teaching (Overview for a digital exhibition: Learning from the practice of teaching). Journal of Teacher Education, 60(1), 70-85. https://doi.org/10.1177/0022487108328533
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of teacher education, 64(5), 378-386. https://doi.org/10.1177/0022487113493807
Piwowar, V., Barth, V. L., Ophardt, D., & Thiel, F. (2018). Evidence-based scripted videos on handling student misbehavior: The development and evaluation of video cases for teacher education. Professional development in education, 44(3), 369-384. doi.org/10.1080/19415257.2017.1316299
Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. DOI: 10.1177/0022487109336967
Zhang, M., Lundeberg, M., & Koehler, M. J. (2015). Affordances and challenges of different types of video for teachers’ professional development. Digital video for teacher education: Research and practice, 147-163.http://dx.doi.org/10.1016/j.tate.2010.09.015
Yip, V. W. Y., Chan, K. K. H., Yung, B. H. W., & Lai, C. (2018). Preparing teachers for reform-oriented teaching using the thematic approach of re-viewing videos. Video-based research in education: Cross-disciplinary perspectives, 260-274.