Paired Video - Sanford Inspire Program Learning Library

Connect with the mentor teacher. The instructor should ensure that TCs work with their mentor teacher to plan the lesson and ask them to videotape the lesson.
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Paired Video

I.

Paired Video Protocol

II.

Partner Observation Guide

III.

Reflection Guide

Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teachers in professional learning communities. The term “TCs” is used repeatedly in these documents and refers to teacher candidates, or student teachers.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Paired Video Protocol (Back to Table of Contents)

Coordination with Mentor Teacher Low Medium High

Low

Time in Higher Education Classroom 30 minutes

Pre-Planning Medium

High

Time in K-12 Classroom 5-20 minutes

Lesson Outcomes What type of thinking or reflection is this protocol designed to get teacher candidates to do?

Teacher candidates will build their analytical and reflective skills by engaging in observations of their own teaching and that of a partner. This protocol allows TCs to compare the “noticings” and “wonderings” from their own observations with those of a peer. Additionally, viewing video of their own teaching and comparing their observations with those of others helps to increase their situational awareness – their ability to notice and attend to underlying factors and subtle events that occur during their teaching. This protocol may be repeated multiple times throughout the semester in order to help TCs hone their skills of analysis and critical reflection. Instructor Preparation What up-front preparation will the instructor need to do to prepare for this protocol?







Create TC pairs. Consider teaching strengths and weaknesses and compatibility. TCs must be comfortable with each other as they will be observing each other (through video) and providing feedback to one another. Identify an instructional focus. This may be a TAP indicator (i.e. Academic Feedback) or a concept under study in the ASU course (i.e. differentiating for students with special needs). Another option is to have the TCs observe each other without naming a specific instructional focus, for the purpose of seeing which aspects of the lesson the observer notices or does not notice. Connect with the mentor teacher. The instructor should ensure that TCs work with their mentor teacher to plan the lesson and ask them to videotape the lesson. Steps What is the procedure for completing this protocol?

1. TC Pairs and Orientation: Instructor pairs TCs and presents norms for communicating feedback and providing support. Provide background on the concept of classroom awareness, and situational awareness during teaching (see resources for more information). 2. Lesson Plan and Selection: We suggest that the TCs select a common 5-20 minute portion of an upcoming lesson (e.g. the instructional input, the opening, guided practice, etc.) to have videotaped. TC pairs share their lesson plans with each other. 3. Videotaping: Both TCs have their lesson videotaped by their respective mentors. 4. In Class Video Observation: TC pairs watch their videos together, one at a time, and record observations for both themselves and their partner on the Observation Guide. TCs should observe for the focus area and identify evidence for areas of growth and strength (see Observation Guide). 5. Observation Note Comparisons: TCs will then share their notes with each other, focusing on why they noticed certain things rather than others (see Debrief Guide). Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

6. Repeat (optional): This process may be repeated for the same focus areas or for different focus areas. Repeating this process will improve TCs’ situational awareness by having them