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

2

OVERVIEW

The Journey Examples of Current Efforts Program-Level Work Questions and Discussion

EARLY EFFORTS AND CORE PROBLEMS OF VIDEO USE

Kara Suzuka

4

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

5

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

6

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

7

THE JOURNEY

8

THE JOURNEY

Digital Asset Management System(DAMS)

9

THE JOURNEY

10

CORE PROBLEMS• Protecting privacy

and security of videos• Submitting and

collecting videos•Working with and

learning from video

11

THE JOURNEY

12

A NOTE ABOUT THE TRANSITION POINT

• Many unknowns and partial solutions• People caught “between”• Commitment to move forward

13

THE JOURNEY

14

THE JOURNEY

15

THE JOURNEY

16

CORE PROBLEMS

Protecting privacy and security of videos Submitting and collecting videos Working with and learning from video

17

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

18

19

20

21

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

EVOLVING EDTHENA THROUGH PARTNERSHIP

Adam Geller

23

EVOLVING EDTHENA

Core functionality

24

25

26

27

28

29

30

31

32

EVOLVING EDTHENA

Core functionality Organizational logistics

33

34

35

36

37

EVOLVING EDTHENA

Core functionality Organizational logistics Tools to manage learning

38

EXAMPLES OF CURRENT EFFORTS

EXAMPLE: VIDEO USE IN FIELD EXPERIENCES

Meri Tenney Muirhead

41

“WITNESSING” PRACTICE

Challenges: Being there Teaching is ephemeral Access to one’s own teaching Inadequate “space” for dialog about teaching

42

EXAMPLE #1

43

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

44

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)

46

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

EXAMPLE: VIDEO USE IN COURSE WORK

Meghan Shaughnessy

48

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

49

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

50

THE POSSIBILITIES OF EDTHENA

51

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

52

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

PROGRAM-LEVEL WORKTimothy Boerst

54

MOVING FROM TRIALS TO PROGRAMS

55

ORGANIZATIONAL CHANGE

Scott & Jaffe, 2004

Denial Exploration and Resistance

Commitment and Maintenance

56

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

2011 20120

100020003000400050006000700080009000

10000

number of assets

number of assets

2011 20120

5

10

15

20

25

30

35

40

number of sections

number of sections

2011 20120

2

4

6

8

10

12

14

16

18

number of courses

number of courses

BECOMING A PROGRAM THAT SUPPORTS ONGOING USE

2011 2012 20130

5000

10000

15000

20000

25000

number of assets

number of assets

2011 2012 20130

10

20

30

40

50

60

number of sections

number of sections

2011 2012 20130

5

10

15

20

25

number of courses

number of courses

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

QUESTIONS AND DISCUSSION

60

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