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.

Profile heather 2015

Heather B

Can You Spot the Differentiation?

Effective teachers of at-risk learners constantly adapt texts, materials, and delivery to meet the needs of students. Embedding vocabulary practice, visual and kinesthetic supports, information "chunking", and structured student interaction are examples. My idea involves two video versions of the same short lesson. 1. Teacher delivers the lesson without supports. 2. Teacher delivers same lesson with support strategies embedded. Video 2 has several options. 1. Pauses available at locations where teacher's modifications occur. 2. Option to project name of strategy being used with a bulleted list of strategy features and instructional coach's voice describing strategy and rationale for use 3. Option to run video with no pauses or silent pauses with no text. 4. "Start up" screen menu with a list of all strategies featured so users could jump to strategies they want to view without watching whole video.

Potential Impact

As an instructional coach and classroom teacher, I recognize the barriers to teachers' implementation of supports to help at-risk students meet language and content standards. Barriers can be teachers' misconceptions that modifying a lesson can be a lot of extra work or teachers' difficulty with visualizing what instructional strategies for differentiation look like at their grade level or in their context. There are a variety of simple strategies that can be embedded during the course of any lesson that can provide tremendous support in getting all students to standard. Showing the "without supports" and "with supports" versions of the lesson videos could show teachers concrete examples of simple ways a lesson can be modified to differentiate for students' needs. Teachers' comfort with using these simple modifications in the course of any lesson can make a tremendous impact on student understanding and achievement of language and content standards, as I've seen in my own and others' classrooms.

Possible Implementation

The features such as start-up screen menu, options to view video continuously, pause option without text or voiceover, and pause option with onscreen text and voiceover would allow educators to use the resource in a variety of ways, individually as an online course with assessment (using the version with pauses only and submitting written reflections at pauses) or for PD in a variety of contexts, such as PLCs or staff meetings. Educators could discuss the student benefits or teacher rationale in using each strategy with the pause-only option. With the onscreen strategy description and coach voice-over option, small groups of educators in a formal professional development could discuss what the strategy might look like during a grade-level lesson. They could even plan or practice the strategies together for their own teaching contexts. Or, educators could watch video 1 after working through video 2 and discuss additional supports that could be embedded in video 1 that may not have been featured in video 2.

Discussion (2)

Over 5 Years Ago

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Val B Community Guide

Seminole County

Heather, thank you so much for this detailed plan and taking the time to contribute to the conversation. I am in awe of these site features that you have explained. It really makes it feel like teachers can find exactly what they want and need from the video. I wonder if the Video 1 & Video 2 will feel "staged" in any way? And in the video are we watching teacher actions or examining student work to really see the impact of incorporating the highlighted strategies. What do you think? Thanks again!

Over 5 Years Ago

Profile heather 2015

Val, thank you for your comment and question. There might be a "staged" feeling. I think educators might be willing to accept a "staged" feeling, if the purpose is for clarity in recognizing strategies. There could also be the possibility of omitting video 1 and just implementing the features described for video 2. To answer your question about whether the focus would be on teacher actions or student actions/work, it really depends on the permissions available to show students and their actions or work. When you say, "student work," I'm guessing that you're including student responses? I definitely classify that as "student work," especially in the context of learning a language while learning content. I think that video 2 could potentially demonstrate impact by focusing only on teacher actions and showing anonymous student work artifacts in an appendix to the video. Or, perhaps student responses could be captured in audio but not video form? I'm not sure about the permissions that are required.

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