In Stage 1, Aaron, Asim, Katie, and many other educators shared the importance of collaborating with colleagues to reflect on and apply lessons from PD Video. In Stage 2, Elaine, Jessica, and Rachel shared ideas to use video to improve collaboration with colleagues. Check out how they're bringing these ideas to life to transform collaborative PD.
- Bank of videos that illustrate an instructional practice and connect it to specific gains in student achievement
- Internet Access
- Software/application to create interactive video (like Zaption)
- Trust-based culture that supports risk-taking to implement a new strategy and film yourself trying it out Willingness to work on a learning team
- Willingness to examine student data for evidence of success
Problem Statement & Description
Elaine Simos believes that flipped learning is the answer, only she isn’t talking about flipped learning for her students - Elaine wants to flip professional learning for teachers. Simos believes that Flipped PD learning teams help to solve the problem of isolated, low-impact PD in three ways: “1) giving teachers the opportunity to join a community based on shared goals; 2) receive feedback on a plans, instruction and impact on students; and 3) providing and developing a bank of interactive videos that highlight specific instructional practices shown to grow student achievement.”
To test her idea, Simos used Zaption to allow the teachers on her team to engage in interactive, video-based, learning experiences as a part of their professional development. Not only would teachers gain deeper understanding of their effectiveness as a classroom practitioner, Zaption would also provide Simos and her team with actionable data that would instantly measure teacher understanding and further allow Simos to differentiate professional learning.
The teacher identifies an area of instructional focus based on goals for student learning and specific data about student achievement.
The learning team and facilitator develop a blueprint for trying out the strategy and collecting evidence of student learning.
The learning team individually views and processes the new videos, followed by group processing analysis, evaluation, reflection, and goal setting. This step of the recipe was not addressed in the pilot.
The team members may choose to repeat the cycle, join a new learning team with a new focus, etc.
The teacher individually watches and processes another teacher demonstrate the instructional strategy.
Protips for Practical Problem Solving
The presentation and processing of the strategy via video would be best accomplished within a single day or week, not "stretched out" over a longer period of time.