Video in Teacher PerformanceAssessment

Take 2 – Jan ‘14

Joe Fahs- jfahs@elmira.edu Director of Academic Technology

ServicesElmira College

http://sites.elmira.edu/edtpa

http://sites.elmira.edu/classrooms

http://sites.elmira.edu/it/edtpa

Not Enough Student VoiceRehearsal videos show teachers doing most of the talking with little opportunity for student voice.

A tchr once came up to me & took exactly 8 words to explain how she’s gotten better at her craft: “The longer I teach, the less I talk”https://twitter.com/alfiekohn/statuses/420171255828869120

https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

Content ==> EngagementStart with content information (e.g. 5 minutes) and then engage students (they do most of the talking) for the rest of the video

http://edtech2.boisestate.edu/robertsona/506/finalProject/DividingFractions.html

http://www.flickr.com/photos/audiolucistore/7403731050/

Engaging StudentsActive engagement of students in their own understanding of concepts, skills, and/or processes related to the learning objectives. Instruction with student-teacher and/or student-

student interactionAn opportunity for teacher to respond to student

questions, concerns, or needs. Choose clips that reveal student thinking, analysis, and

judgment.

https://www.teachingchannel.org/videos/improving-teacher-practice

Interact with StudentsGood for teacher to roam to interact with small groups talking with students. That would mean someone panning with the camera, presumably the cooperating teacher.

http://debbiediller.wordpress.com/tag/small-group-area

Deepening Student LearningHighlight in the video how you listen to

students and respond in such a way that you are supporting them and building on their thinking and ideas.

Deepening student understanding will depend upon the strategies you have chosen.

Focus a discussion following a mini-lecture rather than the lecture itself (which can be described in writing). Discussion should represent an opportunity for students to display or further their depth of understanding.http://www.edutopia.org/math-social-activity-cooperative-learning-video

Path to Deeper Learning

https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills

AvoidA clip filled with students:

answering yes/no questionsreciting informationrecall of facts, practicing narrow set of skillsreading aloud without conversationwriting silently

will not reveal how you deepened their understanding of the content presented.

http://www.flickr.com/photos/cristiano_betta/3159607097 http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/ct_commission_on_ed_achievement_report.pdf

Student Engagement

http://ni.oc.edu/2011/03/what-does-student-engagement-mean-to-you

Repeat

student

questions or

responsesToo soft or unclear

NarrativeIf student responses are unclear, teacher will need to include that in their narrative associated with the video.

Example of NarrativeStudent #3 asks the question "how do you calculate the hypotenuse of a right triangle" or student #4 responds to the teacher's question with c2 = a2 + b2. 

Avoid Positioning Camera Behind StudentsPositioning of the camera with built-in mic behind students may pick up the teacher's voice if loud enough. However student voice often unclear.

What a

re th

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with th

is sh

ot?

Wireless MicrophoneGreat for teachers to roam around classroom

speaking at a normal voiceThe lapel microphone will not clearly capture what

students are saying unless it is pointed near themA wireless microphone must be set up precisely or

it may not capture any audio at all.Both transmitter & receiver should have newish

batteries, set to the same frequency, and be turned on.

The antenna & microphone must be snugly clipped to the transmitter

Plug one end of the curly audio cable into the receiver’s MIKE OUT jack and the other end directly to a video camera’s external MIC jack. If you are using an iPhone, the adapter cable is also required. 

Setting up a Wireless MicrophoneTr

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sm

itte

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eceiv

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Plug into MIKE INPUT jack

Position to the Side or FrontNeed to position the camera to the side or towards the front capturing the teacher and students together. 

http://joshblackman.com/blog/wp-content/uploads/2012/10/IMAG0286.jpg

Video Recording IWB

http://sms.cam.ac.uk/media/1097583

Orientating the Flip Camera

No Vertical Video Recording!

http://www.youtube.com/watch?v=Bt9zSfinwFA

Orientating iPhone or iPad

https://www.teachingchannel.org/videos/videotaping-tips-for-teachers at 2:30 min.

Record More Than One Video

Opportunities for improvement and selection

Editing VideoAll videos need to be continuous (no cutting out in between) although start and end segments can be trimmed.

Trim Trim

General AdviceAvoid zooming and make sure you

the teacher and students are in the video.

The teacher needs to have a precise lesson that has been rehearsed several times over.

Be dynamic, fast-paced, and make sure students are engaged under your direction.

Rehearse your lesson with other students in your class.

http://sites.elmira.edu/it/classrooms

IT Conference Room, GT-1, GT-2Promethean and SMART boards: During Library Open Hours the IT Conference Room is usually available by drop-in after 6 pm or on weekends.

Epson Interactive ProjectorsDuring Library open hours GT-1 and GT-2 are available after 9 pm Monday through Thursday, after 6 pm on Fridays, and during open Library hours on weekends.

Video RecordingCheck out video cameras from the IT Help Desk (three days advance notice) or use a smart phone camera to record your rehearsals in the IT Conference Room, GT-1, or GT-2.

How to Get Help

References• Portions of text taken from

A Support Guide for edTPA Candidates (PDF)• edTPA Web site for candidates• Elmira College edTPA Web site:

http://sites.elmira.edu/edtpa• Elmira College Technology Classrooms Web site:

http://sites.elmira.edu/classrooms• Teaching Channel Web site:https://

www.teachingchannel.org .•

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