Using video to enhance student learning in teacher education

Editor's Notes

• #3: Introduction: what will they get out of this session? Hi my name is Sarah Davies, I am from the school of education and I am taking part in this show and tell to talk about how I use YouTube videos to engage my teacher education students. Image – professional year: NOW welcome page I was asked by Vanessa to talk about what I do, why I do it and how it supports my learners. So I will use the next 8 minutes to do just that.
• #4: I teach undergraduate and postgraduate student teachers. They have one year to get to grips with the complex nature of teaching. We do this through a curriculum model that teaches the theory alongside teaching practice – where they work in schools.
• #5: The students evidence their learning through assignments that require them to synthesise the theory and practice through reflective evaluations and an independent research project that they conduct in the final term, which lead to professional understanding (see Fig.1) I use YouTube video in different ways and I am sharing two of those today: The first is how I use video to exemplify others interpretations of theory and the second is how I use video of others experiences of practice.
• #7: First of all, how I use video to exemplify others interpretations of theory. I use this video clip of Kolb’s experiential learning cycle, where a student has posted their understanding of the theory onto YouTube. This is a theory that we use and although, students are directed to the books, they don’t always read them (or read in time for the taught aspect) so I find this exemplifies how a student breaks down the stages of the cycle and gives them a concrete example of: (1) how someone else has developed skills to learn difficult concepts, (2) recalls the reading (by some members of the group) and (3) creates a punchy start to my session, when introducing or drawing on the theory. Now Kolb’s cycle is all about reflecting on actions (in my learner’s case, reflection in the classroom) and there are points in the course, especially when we are teaching the theory, were the students haven’t actually experienced the practical aspect.
• #8: Experiences of (others) practice This then brings me to how I use video of ‘others’ experiences of practice. YouTube videos are good for offering up ‘case studies’ of others experiences that can then be interpreted within the taught session. Giving the students a real issue to research and allowing time in the taught session to consider how they might investigate the issue to develop their own practice or skills.
• #9: I use Teachers TV videos for classroom practice experience. But my students also need research skills to help them with their final assignment, which involves independent enquiry into their own classroom. Recently I have found research interviews on YouTube that are great for exemplify issues related to gathering data. The example here is a one-to-one structured research interview, a bad and a good version. https://www.youtube.com/watch?v=9t-_hYjAKww&feature=youtu.be https://now.ntu.ac.uk/d2l/le/content/368427/viewContent/1562473/View If the students watch this before coming to the taught session they then have an experience to reflect on. This makes the learning, which involves a lecture on research methods and a role play interview activity more relevant to their practice.
• #10: Conclusion I am hoping that this has given you a whistle stop tour of how I use others videos to enhance student learning in and outside the classroom.