Session Focus and Relevance:
In this interactive workshop, participants will consider the purposes of using video-based, analysis-of-practice for teacher learning and strategies for planning and leading video analysis activities that support rich conversations and deep teacher learning. This “how to” session draws from an extensive line of research and development examining the design and impact of videocase-based analysis-of-practice learning experiences on both teacher and student learning in various contexts: elementary and secondary settings; face-to-face, online, and blended settings; preservice, and inservice (Roth, et al., 2011; Roth et al., 2017; Roth et al., 2018; Taylor, et al., 2017). During the workshop, participants will engage in two conversations each catalyzed by the analysis of a short video clip to 1) identify productive teacher learning goals for video analysis and consider the tools and resources that support rich conversations among teachers or teacher candidates to achieve those learning goals, and 2) reflect on key features of effective facilitation of video analysis. The video clips will include one from a K-12 classroom video and one of teachers engaged in video analysis.
Participants will leave the session with access to a suite of tools and resources for implementing videocase-based analysis-of-practice learning experiences, including an online collection of K-12 science classroom videos and transcripts.
This session will be of interest to ASTE members engaged in science teacher education for preservice, induction, and inservice teachers. The session may also be of interest to those considering the use of video to improve science instruction in higher education settings and researchers interested in developing lines of research using practice-based approaches and professional reflection to support teacher learning.
Learning Objectives and Instructional Strategies:
By participating in this workshop, attendees will:
1. enhance their understanding of the purposes, strategies, and resources needed to support productive videocase-based, analysis-of-practice discussions.
2. consider the intentionality of planned and in-the moment decisions when implementing effective video analysis-based learning experiences.
Using the analysis of short video clips as catalysts for conversations around each of these learning objectives, participants will develop an understanding of the design and planning necessary to create productive video-based analysis of practice learning experiences including:
1. articulating specific learning goals for video-based conversations,
2. creating a safe space for vulnerability, struggle, curiosity, and growth,
3. selecting and sequencing videos to meet the desired learning goals,
4. creating or adapting existing analysis tools, and
5. attending to and responding to teachers’ developing understanding.
To assess the effectiveness of the workshop at meeting these objectives, presenters will provide 1) multiple opportunities for discussion and questions and 2) the opportunity for written reflection.
Rationale and Interest to ASTE Members:
There is wide agreement that video-based analysis of practice is a powerful tool for teacher learning in a variety of settings—preservice, inservice, online, or face-to-face to name a few (Borko, Jacobs, Eiteljorb, & Pittman, 2008; Gaudin & Chaliès, 2015; Santagata, 2009; Sherin, 2004; Zhang, Lundeberg, Koehler, & Eberhardt, 2011). Video-based activities can help teachers create a rich vision of instructional practice, learn to notice key elements of student thinking, consider instructional moves that support student reasoning, develop habits of teacher reflection on practice, and encourage professional dialogue. However, not all video analysis is fruitful for learning (Borko, et al., 2008; Calandra, Gurvitch, & Lund, 2008; Santagata; 2009). At times, video-based discussions can focus on superficial aspects of the learning context, perpetuate teacher biases, and lead to conversations that are hyper-critical of the classroom interactions or hyper-complementary of the teacher in the video. Teacher educators and professional development providers can benefit from conversations with experts and peers about the productive use of video for teacher learning.
The leaders of this workshop have more than 10 years of experience facilitating video-based, analysis of practice learner experiences with demonstrated impacts on teacher and student learning (Roth, et al., 2011; Roth et al., 2017; Roth et al., 2018; Taylor, et al., 2017). Our work, primarily based in the Science Teachers Learning from Lesson Analysis (STeLLA) and Videocases for Science Teacher Analysis (ViSTA) programs, is designed to situate learning opportunities in the everyday practice of teaching (Ball & Cohen, 1999; Putnam & Borko, 1997).
One key feature of our approach to analysis-of-practice using video involves grounding conversations in a conceptual framework that articulates a vision of effective science instruction (Roth, et al., 2017). We established learning goals for teachers based on the conceptual framework, using analysis of video as one activity structure to meet these learning goals. In our teacher learning settings, analysis of video has many purposes that vary over the trajectory of professional learning. Video analysis is used to help teachers create a common vision and language for talking about specific instructional moves. It slows down the action in a classroom, allowing analysis of the in-the-moment decisions by the teacher and discussion of possible alternatives teacher moves. It can lead participants to recognize their own questions about the science content highlighted in the video. The same video can be watched multiple times to analyze different aspects of instruction, science content, student ideas, and equity. Different learning goals can be accomplished by sequencing video analysis. For example, watching video of classrooms taught by teachers external to the learning community helps develop skills and comfort with video analysis while establishing norms for analysis and conversation. Later analysis of video of self and peers supports goals of teacher reflection and refinement of their enactment of effective instructional practices.
Through this line of research, we developed protocols and tools to focus teachers’ learning during video analysis that will be shared during the workshop (Bintz, Roth, & Hvidsten, 2019; Roth, et al., 2017). The two rounds of video analysis followed by small group conversations provide opportunities to discuss these tools as well as sharing ideas about additional resources and tools available for productive video analysis.
Facilitators’ decisions and actions can significantly impact participants’ learning (Borko, Koellner, & Jacobs, 2014; van Es, Tunney, Goldsmith, & Seago, 2012). We will introduce a knowledge-in-use framework for leaders of video-based professional learning (Landes & Roth, 2013) that posits that effective leaders of video-based learning have a deep understanding of 1) effective classroom science teaching and learning, 2) the disciplinary science content teachers are teaching, and 3) the unique aspects of how teachers learn and building a community of practice for open discussion and reflection on practice.
This workshop will support the ASTE mission of promoting excellence in science teacher education by exploring the elements that contribute to productive use of video for teacher learning. With a growing emphasis on the use of video analysis in preservice and inservice contexts, it is essential to consider how the design of video-based learning experiences can promote deep, rich, and coherent teacher learning. Many ASTE members have experience working with video in their own settings that they can share during workshop, while other members will come with questions about how and why to use video and what resources are available to support the use of video in their contexts. The workshop is designed to both answer some of these questions and build relationships among participants to support learning beyond the workshop.
Workshop Agenda (60 minutes)
5 min Opening
• Welcome and introductions
• Participant interests related to workshop
25 min Conversation 1: Goals of video analysis
Participants will be organized into small groups to analyze a short classroom video clip to notice 1) the student ideas that emerge through instruction, and 2) the teacher moves that revealed student thinking.
Participants will discuss the planning that goes into supporting effective video analysis conversations, with a focus on creating community norms, designing effective analysis prompts, using tools and selecting and sequencing videos to support teacher learning.
Materials available in for Conversation 1
• Graphic organizer for keeping track of emerging ideas
• Norms for video analysis
• Video transcript
• Video analysis protocol
20 min Conversation 2: Leading learning with video analysis Participants will analyze a video clip from a PD session to consider the facilitator knowledge, skills, and moves necessary for supporting teacher learning and the importance of reflection for improving teacher learning outcomes.
Materials available in for Conversation 2
• Video transcript
• Video analysis protocol
10 min Closing (Next Steps)
• Available resources (online website)
• Presenter contact information
Participants will have access to the newly available BSCS VideoVerse: a collection of K-12 classroom video clips, transcripts and additional resources for effective teacher learning through video analysis.