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.

Idea
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Kristin M

Northwestern High School

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Video Learning with Accountability

Create an accountability group for your personal growth. The group should include, but not be limited to, a colleague that teaches the same subject/level, a colleague that teaches a different subject/level, an administrator/coach, and multiple students. The accountability group will help you to reflect on strengths, weakness, and specific ways to improve. There will be a cycle that continues throughout the year of videos and reflection to help all see the growth.

Potential Impact

This will build a support community within the building and across disciplines/levels. There is a lot that we can learn from each others as fellow educators. It is crucial that we include students in the conversation as well. Students are the reason that each of us is in education and their voice needs to be heard. Giving students a voice will help the students take responsibility and have a stake in their education. Students are always given feedback about their progress from teachers, why not allow students to give teachers feedback. Our students have many experiences with many different teachers and can provide us with a wealth of strategies and techniques if we, as educators choice to listen.

Possible Implementation

Video an entire lesson or a segment of a lesson (based on time availability and commitment). Have each member of the accountability team watch the video for things the teacher does well, things the teacher can improve, and specific changes that the teacher can make. The information can be recorded in a Google Doc or Form to help track progress over time. The teacher will create a document plan to make improvements. The students can provide quick feedback each week or daily as needed. After a month (or time decided on by the accountability team) the teacher will explain how they have made changes and start the process again.

1 Refinement

The idea is simple. You download the SCOA-app (School Observation App) from the app-store. With this observation tool you can observe your colleague on specific topics or areas (e.g. providing...

Refinement of Video Learning with Accountability


Discussion (24)

2 Years Ago

Mindi K-R

Shelby County East Middle School

Google Docs are such a great way to collaborate. The fact that multiple people can be in at the same time makes Google Docs a powerful tool. We use them for our data teams. All of us can be in there at one time contributing to the content. Even more powerful would be that students could also contribute. Love the idea.

2 Years Ago

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Kristin M

Northwestern High School

Yes! Each teacher could have a folder of resources on Google drive including documents, videos, and forms to organize and track their progress with their team.

2 Years Ago

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Elaine S

Downers Grove North High School

Using Google Forms might also allow for a useful integration (collection and management) of both student data and voice into the teacher's work. The possibilities are varied in all the ways teachers and students themselves are different.

2 Years Ago

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Heidi G

Davless Public Schools (Kentucky)

What I love about this idea is that it expands on the peer observation model by making it a team of individuals. The level of trust that would be required from this is so much greater than we currently have now as we teach in our little silos. Educators need to come together to support each other, to grow professionally all for the sake of our students. Including student voice is an excellent component because they are the customers and should have the right to provide their feedback.

2 Years Ago

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Kristin M

Northwestern High School

This would require a lot of trust and vulnerability, which are two things I feel that we are lacking in a community of professional learners. We all need to embrace our mistakes and shortcomings and view them as opportunities for growth and improvement.

2 Years Ago

Mindi K-R

Shelby County East Middle School

I know that I still have trouble with observations. It's like it has been engrained - "gotcha" and observations were more about what I wasn't doing. It is hard to change my frame of mind but as we move more toward observations for growth, it won't feel like "gotcha". Instead, it will be about what I can do to help the kids. Good point.

2 Years Ago

We are asking each of our collaborative teams to identify specific teaching practices that will be most important to help them ensure high levels of student learning for their students on their collectively determined essential standards. This approach would dovetail nicely with that and they would have a stronger reason to share and reflect on those pratices together using video and/or classroom visits.

2 Years Ago

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Christopher B Community Guide

Downers Grove North High School

Kristin, can you tell me more about the role students would play in this process and who would select which students would participate?

2 Years Ago

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Kristin M

Northwestern High School

The student would have the same role as the others on the team as they experience everyday what the teacher is doing in the classroom. Each school may use the student in different ways. I would use the student as a weekly check in to help track progress. I love Google Forms for this as the student can take a quick survey to record results. I would have the teacher select a few trustworthy students based on student maturity and helpfulness, without regard to academic performance. I might even select a few students from each class to help students know that they have a voice. I know I personally have given my students a teacher progress report where they fill out an anonymous survey of my teaching and provide information about things I can improve on and things I do well. My students really enjoy this opportunity to contribute to the room and love when they see me make adjustments that they have recommended. I hope this answer your question, if not please continue to ask so that we can work together to better clarify this idea. Thanks for the question Christopher.

2 Years Ago

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Christopher B Community Guide

Downers Grove North High School

Very interesting, Kristin; I like where this is headed. I, too, survey my students all the time but having them watch a video of a lesson and discuss that is interesting. I wonder, though, to what extent picking the "trustworthy kid" may (or may not) prevent the teacher from getting the full range of views represented in the class. Also, when we survey our students (at least I know this is true for me), it is anonymous, so I wonder how the feedback authenticity might change with it not being anonymous any more?

2 Years Ago

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Kristin M

Northwestern High School

I do not know if it would be necessary for student to watch a video as they experience the class everyday, but having students watch video would help student pin point exact moments for teachers to review. That is a very good point about the students not providing authentic feedback if it is no longer anonymous. This might mean that the student comment is a little different than the other members of the team. Here are a few ideas: 1. After team members review the video create anonymous survey for the class about a few segments of the video. This would reduce the work for the students and provide access to the entire class to provide feedback. 2. Have a student committee/club that is in charge of watching teacher videos and providing feedback. This way the students remain anonymous and do not have a direct relationship with the teacher to be influence by grades (based on the grading system) 3. Have former student be members of the team so that they have experience with the teacher, yet are not influence by grades as well. These are just a few ideas, but I hope that together we can find a way to include students in the process. I do believe that there are errors in only selecting the "trustworthy kid" that may create a bias. An anonymous response system maybe the best way to involve students, but the only problem is continuing the conversation with students anonymously. I have tried using an app called DropThought for this, but it was not very successful although the idea is there (anonymous responses where the teacher can respond and have a conversation with students, but the student remain unknown).

2 Years Ago

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Christopher B Community Guide

Downers Grove North High School

Great thinking, Kristin, and I totally agree about keeping the student voice in this. I am REALLY intrigued at the idea of having a group of former students of mine sitting down with me and watching film of my current class/teaching. I think this has a lot of potential.

2 Years Ago

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Kristin M

Northwestern High School

Thanks for asking great question that encourage conversation and thinking Christopher! I just love giving students the opportunity to be heard and think we as educators need to help them have a voice in their education. I agree that having former students may be a great way to incorporate students in the discussion.

2 Years Ago

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Katie R

North Bullitt High School

You could even set up a google classroom to help with the accountability piece. That way you would have a place that everyone would be able to communicate back and forth, and you could have easy access to all of the Google Docs!

2 Years Ago

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Kristin M

Northwestern High School

Katie, that sounds like a great way to keep everything organized! I haven't used Google classroom much as my district is using Canvas as our LMS. I would love to hear more and will look into it as well.

2 Years Ago

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Katie R

North Bullitt High School

I love Google Classroom. I started using it this year with my kids and they really like it too! It is very user friendly.

2 Years Ago

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Bruce W

Olathe Northwest High School

Kristin, I have found that it takes a VERY self-confident and growth-mindset teacher to be willing to open his/her classroom practices to peer review. I think the first step is to have a teacher become comfortable with reviewing his/her own classroom practices and focusing on one specific area he/she wants to improve. I would be curious to know how you think these self-reflections of classroom teaching could be different if we had multi-camera-track videos that captured the actions of everyone in the classroom (see link below for the idea I shared about these type of videos). I also think it would be interesting to reflect upon student performance on a common formative assessment given during or soon after the video lesson to explore how your instructional choices translated to student mastery of the learning target. I think it is important to ground teaching practice on solid evidence that our instructional choices in the classroom do in fact translate into greater student learning. This does introduce the need for quality formative assessment tools to use in the classroom which is one of the challenges I suggested that the Redesign Challenge tackles next.

2 Years Ago

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Kristin M

Northwestern High School

Bruce, thank you for you feedback! I never thought of a multi-track system, but I agree feel that would immensely improve the feedback and video quality. I know it is challenging for teachers to receive feedback from peers, but as leaders in the school we need to model how to receive feedback for students. To help with the feedback, teachers can work together in an accountability group so that each teacher is receiving feedback from each other. I love the idea of using formative feedback to provide evidence of effective teaching strategies. My only hesitation, and this is a result of my experience, is using a common formative assessment. I believe that a well written common formative assessment would be useful, but in particular, in math, a multiple choice test does not provide reliable feedback. I hope the Redesign Challenge tackles formative assessment and assessment practice in general.

2 Years Ago

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Kip H Community Guide

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

Hi Kristin, I love your idea and the dialogue about student participation. Student voice is so important and having that piece of collaboration could promote ideas for growth that are often missed. You have many different stakeholders involved and I am wondering if you have any thoughts about involving parents. Do you think that it would be useful to have reflection from members of the school community? Thank you for your idea!

2 Years Ago

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Kristin M

Northwestern High School

Kip, I am so glad you mentioned involving parents. As I have been working through this idea I knew I was missing a piece: parents. I am very unsure of how this would look, especially in my school as many of my student's parents are not involved. We do have some parents that are very involved which is a result of a very diverse school. I think it would be very advantageous to include parents as well, but I am not sure of the best way to include parents. I would love to hear your thought as well as anyone else's on involving parents.

2 Years Ago

Mike L

Cohasset School District

Hey Kristin! I have to echo the others, asking students for feedback opens up a completely new depth of voice. Just the idea that kids are sitting around the table and playing an equal role as the adults could totally reshape investment. To pick up on Christopher's comment, increasing the range of students could not only have a tremendous impact on the feedback's perspective, it could significantly increase academic buy-in from some previously "untapped" resources. Bruce brought up multi-track cameras and the concerns over vulnerability. I'm curious as to what others think about beginning this idea by giving the teacher control over the editing. As in, the teacher chooses what portions of the lesson they contribute for feedback which I'm sure would need some general parameters that might be fun to explore.

2 Years Ago

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Kristin M

Northwestern High School

Mike, thanks for reading and taking the time to provide feedback. I learned this year that many students have great ideas but they never have the opportunity to share. We also need to start giving students more responsibility and accountability and I believe this will be a great way to do just that. I agree that there is a lot of work that needs to be done in selecting students, whether through a club, previous students, or current students. I know with some of my students I could have current students that would provide honest and reliable feedback as I experienced this past year. I also teach on a block schedule so watching 90 of video would be very overwhelming. I think to start that there needs to be some teacher choice in what portions of the video are reviewed first. The teacher my get help through an anonymous survey given to current students about a certain part of the class structure or lesson. I really enjoy hearing from everyone and how we can work together to further develop this idea so that it might help teachers improve teaching to ultimately help students.

2 Years Ago

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Kip H Community Guide

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

I love how the conversation is deepening around student voice. Kristin, do you think that once the students become involved and passionate about having a voice that they would be the catalyst towards engaging parents? Could parents have access to the videos? Where would the videos be stored?

2 Years Ago

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Kristin M

Northwestern High School

Kip, I do think that first involving students will help to bring parents into the conversation as well. As students show ownership and involvement they will lead to parent involvement. I do not see a problem with parents having access to the videos and I think Google Drive would be a great way to store the videos for the time being. I know through Google Drive you can allow people to either view, edit, or comment when they have a link. Schools could also provide the links on a school webpage as well. I would love to have more import from other educators on this idea as well.

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