Idea for

How might we enrich video with other resources or experiences so that it better supports your practice?

In Stage 1, we heard that watching a video by itself isn’t often helpful.


Mindi K-R

Shelby County East Middle School

Reflect, Improve, Impact

Video tape you or your colleagues teaching an entire lesson. Include not only teacher dialogue but zoom in on student dialogue. Reflect on just a small part that you want to could be the opening question, the way you facilitate discussion, or maybe your reflection at the end of the lesson. Pick one area and generate ideas to improve just that one small part. Then in a few weeks, video the same class again, look for the changes you have implemented, and then see the impact on student learning. This is a cycle and it could continue all year.

Potential Impact

The impact for professional, personal video is limitless. The limit is my imagination, or my professional learning community's imagination. We could help each other by providing reflective feedback on small parts.

Possible Implementation

A possible implementation would be through a coaching cycle or personal growth goal. The best implementation for myself would be for me to reflect, chose the part I want to work on, present it to my colleagues, get feedback and then work to improve my craft. This could become a crucial reflection piece for improving my teaching practices. In addition, my colleagues would do the same. I would get to see others without having to leave my class for the period/day.

1 Refinement

Peer observations are apart of Kentucky's Professional Development system. However, getting teachers into the classroom while they are also teaching is difficult. Also, the peer observer is limited...

Refinement of Reflect, Improve, Impact

Discussion (4)

Over 5 Years Ago

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Christopher B Community Guide

Downers Grove North High School

Mindi, which do you feel is more valuable for this sort of activity and growth: teachers watching themselves/others or teachers watching students during a lesson? You hit on both, but I wonder how practical that is (and it might be...I don't know).

Over 5 Years Ago

Mindi K-R

Shelby County East Middle School

Both, depending on what you want to accomplish. You can watch the video for yourself and see what you did. Or you could watch to see if the students' answers are what you had hoped for. Or maybe you want to tap in the discussion to see if they are moving in the right direction. I think the possibilities are endless. I think the key is to have focus. My coach and I set a focus for every lesson she was with me. Whether it was to document what I said/did or whether it was to document what the kids said/did. It was the focus that drove our discussion. Truly anything you need to work on can become a focal point. As long as there is a focus.

Over 5 Years Ago

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Kip H Community Guide

Oldham County High School, ECET2; ECET2KY; Hope Street Group

Hi Mindi! I love the idea of capturing student discourse for reflection. I am thinking that it would be very powerful for someone to see change in the way students respond to a new technique/strategy. Would these videos be stored in a before/after format for teachers from other areas to watch? What would be the easiest way for teachers to access what they need?

Over 5 Years Ago

Mindi K-R

Shelby County East Middle School

That would be an awesome idea. If I would have thought about it, we would have done a before and after for each area that I implemented a student growth goal area. That would have been great. You could definitely store them in a before/after format. I am thinking that we can now house in Google as we have unlimited data - or maybe YouTube and integrate the videos into a slide format - I could reflect and put in the video. I would just need to make sure the descriptions and tags were good enough so that we can find them once they are stored. If we kept that information stored in a shared place or shared that information with teachers who wanted it, that would be powerful too.

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