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This document discusses a course on advanced teaching practice that uses video editing to promote reflective practice among students. The course involves 8 international students teaching lessons that are recorded. Students are guided to clip specific moments from the videos and discuss them online and in class. This promotes deeper reflection by focusing observation and allowing different perspectives. Preliminary research questions ask students if the discussions and clipping were useful for reflection. Students responded that clipping developed noticing skills and the discussions sparked new ideas. Next steps may involve improving the technology, providing more training, and addressing time constraints.
Elt atp blackboard
- 1. Dr Teti Dragas Areti.dragas@durham.ac.uk Dr Elaine Tan @ElaineRTan Elaine.tan@durham.ac.uk Lesley Kendall Lesley.kendall@durham.ac.uk Remix for Reflection: Using editing to create focused self-review Advanced Teaching Practice
- 2. Outline • The course and context • Learning outcomes • Design considerations • Some Preliminary Research Questions • Level of engagement • Next steps
- 3. The reflective practitioner • MA Applied Linguistics for TESOL; • 8 international students; • In-service English Language teachers (2+ years experience) • Diverse group: Abilities, Background, Experience, Expectations; • Peer teaching throughout.
- 4. • demonstrate a facility with a variety of teaching methodologies and classroom techniques and practices • demonstrate knowledge of a range of techniques and practices that inform the language classroom and be able to demonstrate the practical application of these in their own teaching and lesson planning • demonstrate an ability to prepare and deliver lessons appropriate to the specific needs of their students • demonstrate the ability to design and implement appropriate lesson sequences with appropriate timings, materials and interactions for the students in their context • demonstrate an ability to critically reflect on aspects of their teaching practice both as observers and as practitioners • have been teaching/observing and involved in feedback on a total of 20 hours of teaching practice which will both enable them to reflect critically and evaluate their own and others' practice and in turn aid their professional development • be able to draw on methodology and theories of language learning to underpin choices made in teaching practice and lesson planning
- 5. Reflection-on-action: (Schon, 1987) “I really liked how…” “I should have…” “ I could have…” “If I’d done that instead…” “Next time I’d probably…” “I’d use that again…” “…by nature people reflect on their experiences”
- 6. TP focus on reflectionNOT correction: wanted to promote deeper questioning of practice “…structured reflection is important in promoting sound professional behaviour. It also supports the development of growth competence: the ability to continue to develop professionally on the basis of internally directed learning.” (Korthagen et al., 2001)
- 7. Our Aims Real self and peer feedback 4 reflective lenses (Brookfield) • Self • Peer • Teacher • Literature Focus Ownership Identity
- 8. The use of videos for lesson observation has been used for some time and its efficacy is well documented. (Star and Strickland, 2008, Santagata and Angelici, 2010, Koc, 2011 Seidel et al, 2013) Gaudin and Chaliès (2015) Reviewed 255 studies
- 9. Why reflective practice? …cognitive process of thinking about, and monitoring, one’s practice in conjunction with consideration of existing knowledge about teaching so that practice can continually be improved (Parsons & Stephenson, 2005) Activities involving video (Trip and Rich, 2012) 1. Completing codes or checklists 2. Participating in interviews or conferences 3. Writing reflections 4. Video editing immersion, resonance, authenticity and motivation (Seidel et al, 2011)
- 10. Several studies reported that using video to reflect helped teachers on an individual, formative, level, to identify gaps between their beliefs about good teaching and their actual teaching practices (Rich & Hannafin, 2008; Bryan & Recesso, 2006; Grainger, 2004; Griswold, 2004; Miyata, 2002; Pailliotet, 1995). Donnay and Charlier (1990) initially positioned video self-reflection as an act of confronting one’s image of teaching with one’s actual teaching. “unique capacity to capture the richness and complexity of classroom activity” Gaudin and Chaliès (2012)
- 11. The peer potential Group discussion helped teachers to clarify, examine and challenge their teaching assumptions and practices (Grainger, 2004; Miller, 2009) (Trip and Rich, 2012:683). Value mutual feedback very highly” (Krammer et al,2006) Enhancement of time on task (Collins et al,2004) Collections of materials and interviews that provide insights into the teachers’ planning and reflections (Hatch and Grossman, 2009)
- 12. From individual reflection to dialogic reflection on practice
- 13. “…we should be embracing a dialogic/collaborative view of reflection that allows potentially richer articulation and analysis ... Developing experiential knowledge is best supported by collaborative discussion where thoughts and ideas about classroom practice are first articulated and then reformulated in a progression towards enhanced understanding. In this approach, reflection on practice does not occur in isolation, but in discussion with another practitioner.”(Walsh & Mann 2015)
- 14. Virtual learning platform (VLE) provided: a) A tool from which ss could create clips b) A platform which integrated these student generated clips into other interactive elements of online learning.
- 15. Students create and deliver a teaching session Made available online in the course media gallery Students review the footage and select a clip for discussion guided by ‘clipping tasks’ Students post their selection to the discussion board for review Students provide peer feedback and ask questions on chosen clip & discuss in group feedback Students keep a reflective diary about their teaching practice as they progress- extracts are assessed
- 16. Clippingtasks ‘Clipping tasks’ were provided & linked to points that would be explored in class feedback They guided teacher trainees in their review of the clips and provided prompts for the discussion board
- 18. Q: Did you find that the discussion with your peers useful and did it prompt you to think about your teaching more deeply? Q: Out of all the tools you used to help you reflect how integral to your ability to reflect on practice was video and was the video clipping tasks in particular? Q: If you didn’t have the ability to clip do you think you would have watched the videos as intently? SomePreliminary Researchquestions
- 19. A: Yes, definitely. By looking back the videos and discussing with my peers, new ideas often popped up and problems got solved in most cases. I could see people have different perspectives towards the same problem in teaching, which helped me considerably to gain new insights into teaching. Q: Did you find that the discussion with your peers useful and did it prompt you to think about your teaching more deeply? Student A
- 20. A: “The clipping helped develop our noticing skills. Entire videos may provide a general view of the classroom, clipping helped me focus on specific behaviours or practices.” Q: Out of all the tools you used to help you reflect how integral to your ability to reflect on practice was video and was the video clipping tasks in particular? Student B
- 21. Student A: “I guess I would have watched the videos less intently.” Student B: “I think if I didn’t have the clipping tasks, I may not have been as engaged in my observation. I might have just briefly browsed through the video and done nothing with it.” Student C: “No.” Q: If you didn’t have the ability to clip do you think you would have watched the videos as intently?
- 24. Next steps?
- 26. Bibliography • Collins, J. L., Cook-Cottone, C. P., Robinson, J. S., & Sullivan, R. R. (2004). Technology and new directions in professional development: Applications of digital video, peer review, and self-reflection. Journal of Educational Technology Systems, 33(2), 131-146. • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: a literature review. Educational Research Review, 16, 41-67. • Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60(1), 70-85. • Krammer, K., Ratzka, N., Klieme, E., Lipowsky, F., Pauli, C., & Reusser, K. (2006). Learning with classroom videos: Conception and first results of an online teacher-training program. ZDM, 38(5), 422-432. • Korthagen, et al (2001) Linking practice and theory: the pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Ehrlbaum Associates. • Walsh, S., & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal , 69 (4 ), 351–362. • Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and teaching, 11(1), 95-116. • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?. Teaching and teacher education, 27(2), 259-267. • Tripp, T., & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
- 27. Dr Teti Dragas Areti.dragas@durham.ac.uk Dr Elaine Tan @ElaineRTan Elaine.tan@durham.ac.uk Lesley Kendall Lesley.kendall@durham.ac.uk
Editor's Notes
- #22: Importance of peer review
- #23: Importance of clipping as opposed to simply video
- #24: Importance of clipping as opposed to simply video
- #29: Improvements? Issues? With technology – difficulties in setting up Students not always familiar with the technology – we provided a session / handout/ perhaps more support in future? Give them examples of how students in previous years have used the technology and what they got out of it? (AHA! Show them this presentation )