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Bruce W

Olathe Northwest High School


Multi-camera-track Videos of Exemplary Teaching with Master Teacher Commentaries

Great teaching involves many simultaneous, intentional choices by a master teacher. These decisions are much like those of a great film director who uses multiple camera angles, lighting, and sound to create a powerful telling of his story. In the same way film students learn from being able to simultaneously view a completed film while listening to a director’s commentary (a “bonus feature” on DVD’s), so we should develop multi-camera-track videos of exemplary classroom teaching with a master teacher’s commentary which explains the many intentional choices the teacher made before, during, and after the lesson to maximize student learning. Viewers could watch the same lesson from many different camera angles and follow not only what the teacher does, but more importantly what all of the students do as a result of the master teacher’s choices. Such videos could be indexed by segments so teachers could quickly go to only the section of the video which demonstrates their chosen professional learning target.

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Teachers bridging educational setting divides through common formative assessment tools

Our current education system does not have a mechanism for teachers from the same content areas to collaborate across educational setting boundaries (urban, suburban, rural). We need to create ways for teachers from all educational settings to collaborate and develop high quality (valid and reliable) classroom-based formative assessment tools that provide real-time feedback to learners and teachers about what learning targets have been mastered and what students must do/learn in order to master higher learning targets. This type of collaboration would provide all students with better feedback regardless of educational setting and all teachers could provide more opportunities for students to demonstrate mastery of the learning targets. Participating teachers could then allocate more time to individual coaching for their students and would benefit from sharing best instructional activities across educational setting boundaries. We need to take steps to truly bridge the opportunity and achievement gaps.

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1) I use videos for learning more about my cont...

1) I use videos for learning more about my content (chemistry) and new discoveries in science that I incorporate into my class presentations. I share how I acquired my new knowledge with my student to model the need to stay current in one’s profession. 2) I used video as part of my National Board Certification and renewal process. This use of video required me to view my own teaching and identify specific evidence from that video that illustrated specific instructional choices that positively impacted student learning. This practice of critically looking at my own classroom actions has helped me greatly to be more intentional about my choices during class time. 3) I use videos to help me learn new classroom strategies. These videos are critical for me to see how a given strategy is executed in a REAL classroom by a master teacher. The growth in availability and ease of use of video has definitely changed the way I stay current and grow in my content and professional practice.

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