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Record, Replay, Reflect

Videotaped lessons accelerate learning for teachers and coaches

By Learning Forward
April 2012
Vol. 33 No. 2
New technologies can dramatically change the way people live and work. Jet engines transformed travel. Television revolutionized news and entertainment. Computers and the Internet have transformed just about everything else. And now small video cameras have the potential to transform professional learning. While teachers have used video to review their lessons for decades, cameras were, until recently, complicated to use and so large and cumbersome that they interrupted the learning taking place in the classroom. Now, cameras are tiny — half the size of a deck of cards — and easy to use, often controlled by the push of a single button. Recognizing the potential of this new technology, researchers at the Kansas Coaching Project at the University of Kansas Center for Research on Learning

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Authors

Jim Knight, Barbara A. Bradley, Carol Hatton, David Knight, Irma Brasseur-Hock, Jean Clark, Marilyn Ruggles, Michael Hock, and Thomas M. Skrtic

Jim Knight (jknight@ku.edu) is research associate at the University of Kansas Center for Research on Learning. Barbara A. Bradley (barbarab@ku.edu) is associate professor in the Department of Curriculum and Teaching at the University of Kansas. Michael Hock (mhock@ku.edu) is associate research scientist at the University of Kansas and associate director of the Center for Research on Learning. Thomas M. Skrtic (tms@ku.edu) is professor of education in the Department of Special Education at the University of Kansas. David Knight (davidkni@usc.edu) is a dean’s fellow in the Urban Education Policy Ph.D. program at the University of Southern California. Irma Brasseur-Hock (ibrasser@ku.edu) is a research associate at the University of Kansas Center for Research on Learning. Jean Clark (jclark@ccps.org) is learning specialist in Cecil County Public Schools, Cecil County, Md. Marilyn Ruggles (mruggles@ku.edu) is a research assistant at the University of Kansas Center for Research on Learning. Carol Hatton (chatton@ku.edu) is project coordinator at the University of Kansas Center for Research on Learning.

How To Get The Most Out Of Watching Video

GOAL

Identify two sections of the lesson that work and one or two sections that need improvement.

 PREPARATION

Watching oneself on video is one of the most powerful strategies teachers and coaches can use to improve their practice. However, it can take some time to become comfortable with the process. Here are some preparation tips:

Find a place to watch where there are no distractions.

Read through teacher and student surveys or other material to determine what to watch for.

Set aside a block of time to watch the video uninterrupted.

Have pen and paper ready to take notes.

 WATCHING THE VIDEO

Plan to watch the entire video at one sitting.

Take notes on anything that is interesting.

Be sure to include the time from the video beside any note.

Watch for positive elements as well as areas needing improvement.

After watching the video, review the notes and circle items to discuss with the coach.

References

Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. New York: Penguin Group.

Hargrove, R. (2008). Masterful coaching. San Francisco: Jossey-Bass.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.

Prochaska, J.O., Norcross, J.C., & DiClemente, C.C. (1994). Changing for good. New York: Avon Books.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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