Notification: Website log-in and purchasing will be temporarily unavailable June 1st & 2nd due to scheduled upgrades. We apologize for any inconvenience and appreciate your understanding.

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

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In


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

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

How To Get The Most Out Of Watching Video


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


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.


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.


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.

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.

The Learning Professional

Published Date


  • Recent Issues

    February 2023

    With educator shortages and turnover on the rise, this issue explores the...

    December 2022

    Overcoming barriers to equity takes deep listening, learning about self...

    October 2022

    Professional learning can help educators navigate the competing...

    August 2022

    New teachers have unique professional learning needs and challenges. When...

    Skip to content