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    Pause, rewind, reflect

    Video clubs throw open the classroom doors

    By Learning Forward
    October 2011
    Vol. 32 No. 5
    Carl Witter’s Algebra I class is discussing a multiple choice problem involving percents. Standing at the overhead, Witter asks students to raise their hands to vote for the answer they think is correct. As they vote, students talk among themselves. Lakisha asks a friend, “Why are you raising your hand for that one?” Her friend explains, “It’s gotta be C.” Another student responds, “No way!” Across the room, Sonia calls out, “All I know is that it’s not A.” Shortly after, Lakisha looks at Witter and asks, “Are you trying to trick us?” The teacher smiles and laughs as he continues to count the raised hands. After Witter completes his tallies, he turns to the class. “Sonia had an interesting comment. Sonia, why are you

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    Authors

    Miriam Gamoran Sherin and Katherine A. Linsenmeier

    Miriam Gamoran Sherin (msherin@northwestern.edu) is associate professor in Northwestern University’s School of Education and Social Policy, Evanston, Ill. Katherine A. Linsenmeier (k-linsenmeier@northwestern.edu) is a high school teacher and research associate in Northwestern University’s School of Education and Social Policy, Evanston, Ill. 

    Potential benefits of A video club

    • Provides common text to ground discussions of what takes place in classrooms.
    • Offers space for sustained reflection on classroom interactions.
    • Counters norm of privacy among teachers and promotes professional community.

    Guidelines for video clubs

    • Attend to the evidence: Focus on what did take place, not on what might have been.
    • Attend to the details: Focus on specific aspects of classroom events (e.g. student thinking).
    • Attend to what’s typical: Focus on examples of everyday practice, not on exemplars.

    References

    Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633.

    Linsenmeier, K. & Sherin, M.G. (2009). Selecting video clips of student mathematical thinking. Teaching Children Mathematics, 15(7), 418-422.

    Sherin, M.G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.

    Sherin, M.G. & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20,163-183.

    Sherin, M.G & van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37.

    van Es, E.A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100-137.

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