EXPANDING HORIZONS: INNOVATIVE USES OF VIDEO IN PRACTICE-BASED TEACHER EDUCATION

Timothy Boerst, University of Michigan Meri Tenney Muirhead, University of MichiganMeghan Shaughnessy, University of Michigan Adam Geller, Edthena

AACTE 2015“Becoming a Program that Uses Video to Support

Teacher Learning”

https://www.youtube.com/watch?v=NODxZjUXAL0

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OVERVIEW

Framing: o The need to use video in a practice-based teacher

education programo Edthena platform

Examples of “innovation” in the use of video Summarizing: Problems of practice as catalysts for

innovation Questions and Discussion

FRAMING: THE NEED TO USE VIDEO IN A PRACTICE-BASED TEACHER EDUCATION PROGRAM

Tim Boerst

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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

TEACHING AS INTERACTION

(Cohen, Raudenbush, and Ball, 2003; Lampert, 2001)

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Teaching relies on practices that support the interaction of: Academic content Students The teacher

In ways that are sensitive to, and shaped by teaching and learning contexts

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MAKING TEACHING PRACTICES LEARNABLE

Pedagogies of practice support professional learning using ways of: Representing practice that make it visible Breaking complex practices into their constituent parts

(decomposition) Engaging in the practice in ways that approach full

engagement (approximation)

(Grossman et al., 2009)

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THE PROMISE OF VIDEO

Videos are crucial supports for pedagogies of practice: Richly represent the interactive practices of teaching Support the unpacking of teaching (decomposition)

When there are accessible, efficient, secure, flexible... ways of: Storing video Sharing video Interacting around video

THE EDTHENA PLATFORMAdam Geller

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THREE KEY PROBLEMS

Reliable Uploads

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THREE KEY PROBLEMS

Reliable Uploads Authentic Collaboration

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THREE KEY PROBLEMS

Reliable Uploads Authentic Collaboration Organization & Process

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EXAMPLES OF “innovation”

MAKING CORE PRACTICE VISIBLE: VIDEO ENHANCED LESSON PLANNING

Meghan Shaughnessy

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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

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USING VIDEO TO SUPPORT LEARNING TO EXPLAIN CORE CONTENT Mathematics methods with an

assignment that involves giving an explanation about content to a student

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?”

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PRE-INNOVATION PRACTICE: WRITTEN PLANSPurpose: To support preparation for

engagement in a core teaching practice

Representation of practice: Interns wrote their explanations in

a lesson plan Instructors read the plans and

commented

The challenges: Time-consuming for interns (good

use of time?) Limited for evaluating preparation

and providing feedback

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USE OF EDTHENA

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BENEFITS OF INNOVATION

Including a video component in planning allows for: Feedback that can be focused

on more core aspects of the practice

More efficient use of time for instructors

More productive intern practice and preparation (i.e., walkthroughs)

Explaining core content 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

MARSHALING FEEDBACK: INTENSIVE SUPPORT OF STUDENT TEACHERS

Meri Tenney Muirhead

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PRE-INNOVATION PRACTICE: SITE VISITS TO STUDENT TEACHERS

Purpose: Provide feedback to Student Teachers focused on

honing teaching practices that already have a solid start

Ensuring that Student Teachers are ready to assume responsibility for classrooms of their own

Representation of practice: Live observation of teaching (1 time per week)

Providing feedback through written comments or, when possible, engaging in triad discussions of the teaching

The challenges: Being there Teaching is ephemeral Access to one’s own

teaching Inadequate “space” for dialog about teaching

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USE OF EDTHENA

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USE OF EDTHENA

Field instructor

Preservice Teacher

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USE OF EDTHENA

Field Experiences Coordinator

Mentor Teacher

her

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USE OF EDTHENA

Preservice Teacher

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BENEFITS OF INNOVATIONRoutine “presence” As long as videos are uploaded, all members of the instructional

support team are “there”, even when schedules are demanding

Capturing teaching Tangible records serve as residue of the improvement of practice

Access to one’s own teaching Interns can replay their teaching and formulate questions it raises

Flexible “spaces” for coordinated dialog Shared space for asynchronous dialog that accommodates

availability of participants and coordination of feedback

SUPPORTING THE LEARNING OF THOSE SUPPORTING LEARNING: PROFESSIONAL DEVELOPMENT OF INSTRUCTORS

Meri Tenney Muirhead & Meghan Shaunghnessy

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PRE-INNOVATION PRACTICE: PRESENTING INFORMATION & SHARING STORIES

Purpose: To support growth in the knowledge and skills of

Teacher Education instructors To launch and “drive” program change

Representation of practice: Sharing documents such as descriptions of the

program and field evaluation forms

Experienced field instructors, course instructors, and program leaders sharing stories of intern’s teaching and their work in relation to the teaching

The challenges: Inadequate portrayal of practice Recipients of information (not owning

changes) Lack of common experiences, images, and language

USE OF EDTHENA

4. Leading whole class discussions of content*Builds collective knowledge in relation to specific goals by orchestrating the speaking and listening of many students, and making contributions of their own.

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BENEFITS OF INNOVATIONRich portrayal of practice Of interns’ teaching Of the work of an instructor

Common “text” Shared experiences watching teaching Opportunities to connect interpretation with evidence

Collectively forging change Groups are positioned to determine the meaning of changes

Providing leaders with resources Searchable “libraries” of records of practice that can be used for

professional development purposes

SUMMARIZING: PROBLEMS OF PRACTICE AS CATALYSTS FOR INNOVATION

Tim Boerst

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PROBLEMS OF PRACTICE DRIVE INNOVATION WITH VIDEO

Problem-innovation Invisibility/complexity of teaching practice video enhanced lesson plans Marshaling support for student teachers video feedback group Professional development for instructors video supported tuning

discussions in a changing program

Snapshots of other problem-innovation situations Building community among interns self-generated colleague groups Multimedia program level performance layered groups for submission assessments and scorer training Need to track program level data custom rating scales

and data (for formative and summative uses) aggregation in Edthena

Capture skill level aligned to performance standards.

Spot trends in performance and see teacher growth through interactive data visualizations.

QUESTIONS

THANK YOU!

FURTHER QUESTIONS? PLEASE CONTACT US:

Tim Boerst tboerst@umich.eduMeri Tenney Muirhead merimuir@umich.eduMeghan Shaunghessy mshaugh@umich.eduAdam Geller adam@edthena.com

AACTE 2015“Becoming a program that uses video to support teacher learning”

https://www.youtube.com/watch?v=NODxZjUXAL0