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

OVERVIEW
 The Journey
 Examples of Current Efforts
 Program-Level Work
 Questions and Discussion
1

EARLY EFFORTS AND CORE
PROBLEMS OF VIDEO USE
Kara Suzuka

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
3

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
4

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
5

THE JOURNEY
7
AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015AY 2010-2011
Stand-ins SneakerNet
Bluestream Digital Asset Management System
(DAMS)

CORE
PROBLEMS
Friday, February 27, 1510
• Protecting privacy
and security of
videos
• Submitting and
collecting videos
• Working with and
learning from video
9

AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015AY 2011-2012
SneakerNet
1 Course Pilot, Winter 2012
(Edthena Beta)
THE JOURNEY
10

AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015∆
SneakerNet
1 Course Pilot, Winter 2012
(Edthena Beta)
A NOTE ABOUT THE TRANSITION POINT
11
• Many unknowns and partial solutions
• People caught “between”
• Commitment to move forward

THE JOURNEY
AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015AY 2012-2013
Full Program, Full Year Pilot
(Edthena Beta)
12

THE JOURNEY
AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015AY 2013-2014
Full Program, Full Year
(Edthena)
13

THE JOURNEY
AY 2010-2011 AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015AY 2014-2015
Full Program, Full Year
(Edthena)
14

CORE PROBLEMS
 Protecting privacy and security of videos
 Submitting and collecting videos
 Working with and learning from video
15

CORE PROBLEMS


 Preserving videos in useful and meaningful ways
 Re-use of video submissions by teaching interns,
instructors, program
16

CORE PROBLEMS


20

EVOLVING EDTHENA
THROUGH PARTNERSHIP
Adam Geller

EVOLVING EDTHENA
 Core functionality
22

EVOLVING EDTHENA
 Organizational logistics
31

EVOLVING EDTHENA
 Organizational logistics
 Tools to manage learning
36

EXAMPLE: VIDEO USE IN FIELD
EXPERIENCES
Meri Tenney Muirhead

“WITNESSING” PRACTICE
Challenges:
 Being there
 Teaching is ephemeral
 Access to one’s own teaching
 Inadequate “space” for dialog about teaching
40

CHALLENGES & RESPONSES: “WITNESSING” PRACTICE
Being 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
42

COHERENT MESSAGES ABOUT TEACHING
Challenges:
 Many perspectives
o Course instructors Mentor teachers
o Field instructors Interns
 Feedback that is:
o Unfocused
o Isolated
o Parallel (or worse conflicting)
43

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
45

EXAMPLE: VIDEO USE IN COURSE
WORK
Meghan Shaughnessy

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
47

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 situation
o Written plans are limited for evaluating
preparation and providing feedback
o Access to expertise
48

THE POSSIBILITIES OF EDTHENA
49

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
50

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
51

PROGRAM-LEVEL WORK
Timothy Boerst

MOVING FROM TRIALS TO PROGRAMS
53

ORGANIZATIONAL CHANGE
Scott & Jaffe, 2004
Denial
Exploration
and Resistance
Commitment
and Maintenance
54

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 colleagues55

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
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BECOMING A PROGRAM THAT SUPPORTS
ONGOING USE
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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

CORE PROBLEMS


59

Becoming a Program that Uses Video Evidence

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