Paired Video - Sanford Inspire Program Learning Library

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?

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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 analyze what they notice and why. It is important to note that the goal of repeating this process is not to make TCs’ notes agree with their partner’s, but rather to improve their skills of observation and analysis. Reflection What will teacher candidates be prompted to think about upon the completion of the protocol? What questions will they consider?

1. What were some similarities between your observations and those of your partner? 2. What is something you want to do a better job of “noticing” while you’re teaching? What impact would this have on your students’ learning? Setting Students Up for Success What challenges does this protocol present? How could it go wrong? What can the instructor do to address possible obstacles before implementation?

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It is crucial that TCs are in pairs where they are comfortable being honest and providing feedback. The instructor may want to allow TCs to pick their own pairs or may want to build pairs from the beginning of the course and begin this protocol after TCs have built relationships with one another. The purpose of this exercise is not necessarily for the two TCs to notice the same things in one another’s lessons, or to agree with one another’s feedback. Rather, the purpose is for the participants to engage in a critical dialogue about elements of their practice – as manifested in teacher and student actions – that they may not have noticed without the benefit of an additional observer. TCs may also be advised that this process is not dissimilar to their performance assessment process and that it should help them develop the reflective skills they will use in their performance assessments. Implementation How should the protocol be implemented within the structure of the class?

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Larger Groups: If this cycle is only used once, the benefits could be multiplied by allowing students to work in groups larger than two. However, again, it is important that these groups have a high level of comfort with each other. Using One School Site: If TCs are all at one school site, the observations could be conducted during the ASU class time so that there is more immediate feedback and debrief. Repetition with One Observation: TCs can videotape one whole lesson that gets viewed in pieces. Observers in this case will need to time-stamp their observations so that it is clear which notes go with which portions of the video. Using Experienced Teacher’s Observations: It may be beneficial to include, if available, the observation notes of more experienced teachers. If the TC has a site coordinator, instructor, or strong administrator, or other experienced teacher who is able to observe or watch the video and provide notes then the TCs will have even more information to guide their reflections. Additional Resources Access these to learn more about this protocol

Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2), 156-174.


Partner Observation Guide (Back to Table of Contents)

Observer:

Teacher Observed:

Date/Time:

Lesson Objective: Observation Focus:

Observations Teacher Actions What is the teacher saying and doing? You may want to include times. Describe using specific words and actions.

Student Actions What are the students saying and doing? You may want to include times. Describe using specific words and actions.


Teacher Feedback What are areas for refinement?

What are areas of reinforcement?

Causes of Observation Notes Before debriefing with your partner(s), write down some ideas about why the teacher and student actions you notes stood out to you.


Partner Reflection Guide (Back to Table of Contents)

Use this guide independently or with a partner. Comparisons 1. Were there teacher and student actions in your lesson that both you and your partner noticed? What were they?

2. Were there teacher/student actions your partner noticed that you did not? What were they?

3. Are there aspects of your teaching that you want to become more aware of in future lessons? How would developing this awareness positively impact your students’ learning?

4. What would you identify as your own areas of refinement and reinforcement for this lesson? What does your partner identify as your areas of refinement and reinforcement? • If you agree: Share your thoughts and evidence for why, then discuss what you could do to maintain your area of strength while improving your area for growth. • If you disagree: Share your respective thoughts and evidence for areas of reinforcement and refinement, and investigate why your perspectives differ.
