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Using Digital Video in Professional Development: Difference between revisions
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== Introduction: a cautionary note (or two) == | == Introduction: a cautionary note (or two) == | ||
'''‘Good pedagogic practice’ is not a stable entity. What counts as good practice is contested, variable, irreducibly situated in a specific context. ''' | <section begin=CautionaryNote/> '''‘Good pedagogic practice’ is not a stable entity. What counts as good practice is contested, variable, irreducibly situated in a specific context. ''' | ||
Digital video footage does not show anything: it always has to be interpreted. But this is also the case with any other form of classroom observation: the observer never merely observes what is happening, because any act of observation is also an interpretation. The meanings that are attached to classroom observations depend on a number of variables: | Digital video footage does not show anything: it always has to be interpreted. But this is also the case with any other form of classroom observation: the observer never merely observes what is happening, because any act of observation is also an interpretation. The meanings that are attached to classroom observations depend on a number of variables: | ||
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Observation provides an opportunity for the observer to render explicit the criteria as well as the values, assumptions and prior experiences that shape and inform the act of observation. Because observation necessarily involves interpretation, different observers will disagree about what they are observing. Student teachers will not see a lesson in the same way that experienced teachers and mentors will see it – and what a student teacher can see will change rapidly during the course of their education. | Observation provides an opportunity for the observer to render explicit the criteria as well as the values, assumptions and prior experiences that shape and inform the act of observation. Because observation necessarily involves interpretation, different observers will disagree about what they are observing. Student teachers will not see a lesson in the same way that experienced teachers and mentors will see it – and what a student teacher can see will change rapidly during the course of their education. | ||
<section end=CautionaryNote/> | |||
<section begin=IdentifyingDVClips/> | |||
= Identifying Digital Video Clips of Good Pedagogic Practice = | = Identifying Digital Video Clips of Good Pedagogic Practice = | ||
== Why use digital video footage? == | |||
Teachers analyse and reflect on their own practice in order to improve learning and teaching. They seek to improve their practice through professional development including engaging with and contributing to the development of new knowledge and ideas. | Teachers analyse and reflect on their own practice in order to improve learning and teaching. They seek to improve their practice through professional development including engaging with and contributing to the development of new knowledge and ideas. | ||
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In '''''Teaching Talking 2''''' (see below, [http://www.ite.org.uk/ite_topics/identifying_digital_video_clips_of_good_pedagogic_practice/005.html see also Section 5]), we see a Year 8 student make a one-word contribution to a plenary. But the significance of this contribution cannot be understood from the video clip itself. It is the teacher, Kate, who provides the information that Paula, the student, is a newly-arrived beginner bilingual, a Portuguese-speaker who has never before contributed to whole-class talk in her English lesson. Knowing this history, we can begin to appreciate the utterance as an important moment in Paula’s development and as evidence of the effectiveness of the collaborative group work that had preceded the plenary. | In '''''Teaching Talking 2''''' (see below, [http://www.ite.org.uk/ite_topics/identifying_digital_video_clips_of_good_pedagogic_practice/005.html see also Section 5]), we see a Year 8 student make a one-word contribution to a plenary. But the significance of this contribution cannot be understood from the video clip itself. It is the teacher, Kate, who provides the information that Paula, the student, is a newly-arrived beginner bilingual, a Portuguese-speaker who has never before contributed to whole-class talk in her English lesson. Knowing this history, we can begin to appreciate the utterance as an important moment in Paula’s development and as evidence of the effectiveness of the collaborative group work that had preceded the plenary. | ||
<section end=IdentifyingDVClips/> | |||
<section begin=HowToUseDV/> | |||
== 2. How to use digital video footage == | == 2. How to use digital video footage == | ||
==== Some guiding principles: ==== | ==== Some guiding principles: ==== | ||
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* What obstacles are there to participation and understanding? | * What obstacles are there to participation and understanding? | ||
* Do you notice any differences in the ways in which different students understand and make sense of the lesson? | * Do you notice any differences in the ways in which different students understand and make sense of the lesson? | ||
<section begin=DVSources/> | |||
== 3. Teachers TV == | == 3. Teachers TV == | ||
'''Teachers TV''' ([http://www.teachers.tv/index.htm www.teachers.tv]) provided a huge store of classroom footage. It is archived on a number of websites, in full (for example, the [http://www.tes.co.uk/ tes]). | '''Teachers TV''' ([http://www.teachers.tv/index.htm www.teachers.tv]) provided a huge store of classroom footage. It is archived on a number of websites, in full (for example, the [http://www.tes.co.uk/ tes]). | ||
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* how students gain confidence and ownership over the text; | * how students gain confidence and ownership over the text; | ||
* the ways that peer- and self-assessment are used in the lesson. | * the ways that peer- and self-assessment are used in the lesson. | ||
<section end=DVSources/> | |||
== 4. Literacy in the primary classroom == | == 4. Literacy in the primary classroom == | ||
=== KS1/2: Literacy and Enjoyment 1 === | === KS1/2: Literacy and Enjoyment 1 === | ||
