Learning and Leading - Feburary 2013

T here are many ways to critique our teaching, but few are more ffective than video. Personal reflection through the use of video allows us to see what really happens in our classrooms—good and bad— and provides a visual path forward for improvement, whether it be in your teaching, your work with a particular student, or your learning environment. This is true regardless of the focus of the video.

teaching strategy you are trying, and you want to know if you’re effectively implementing it. Or maybe you have an unresponsive class and want to investigate and develop your classroom management skills to help reduce the barriers to learning. You may want to model a technique for other teachers in your professional learning community. Whatever you decide, be sure to thoughtfully narrow your focus. If you try to include too much, it could be difficult to make changes that lead to improved practice.

As you narrow the focus of your video, it may make sense to ask for some volunteers. Some students might be interested in helping you improve. Let them have a voice, not only in what you record, but also during the reflection of the video. Your students can provide a unique perspective that you may be missing as you reflect on your videos.

If you don’t know what to record, try making a general video of your classroom that doesn’t focus on anything in particular and see what emerges. If you’re still not sure, ask someone, such as your students, another teacher, or your principal, or refer to a previous evaluation to help guide your development. Don’t feel as though you have to do this alone. You’re surrounded by educators who want to help you improve, so be sure to leverage them as you examine your practice.

Focusing on the learning environment might be necessary if you are changing to student-centered instruction, such as problem-based learning. Traditional learning environments aren’t suited for student-centered instruction, so it’s entirely possible that you and your students are struggling with this new type of instruction because the learning environment isn’t appropriate.

Whatever you decide to focus your video on, be sure this is what you record. It’s important that you don’t prepare a special lesson for the days you record, because in the end that isn’t going to help you improve your teaching.

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Finding a Focus

Before running to the media center to check out a camcorder, it’s important to think about the focus of your recording. A critical question to consider is: What am I going to reflect on as I watch my video? You could ask yourself questions such as: Is there a better way for me to teach this unit? Are my students engaged during large group discussions? Is the current layout of the classroom conducive to project-based learning? You can focus on any aspect of your practice, such as your students, your teaching methods, or the learning environment.

First, ask for permission from the student and the parent or guardian. Create a simple form that explains what you’re doing and why. Be sure to have a place on the form that allows both the parent and the student to opt out of any video recordings (see “Recording Quick Tips” on page 24 for a few samples).

It’s essential that your students know the videos aren’t going to be used against them. Let them know that you are trying to learn from them. It’s important for your students to understand that even adults continue to learn. Using video of your students is also a great way to model what lifelong learning looks like.

Determine in advance what to reflect on. Perhaps there is a new

When to Record

Once you have determined what to record, the next step is deciding when. I recommend recording throughout the school year, as often as possible. The more you do it, the better you will become at honing your practice. Developing a reflective practice doesn’t happen overnight, so the more opportunities you have to engage in that activity, the better.

It’s important to find the right balance. Remember, the point is the learning and teaching that takes place in your classroom. You don’t want to become so consumed with setting up the camcorder and recording that you lose focus of what really matters.

Start out slower by recording once every three or four weeks. Then, once you get used to recording and become more adept at implementing changes to your teaching, you can increase the frequency of your recordings to once a week or so.

Finding that balance will likely take some time, but once you do, schedule recording into your calendar. This will allow you to schedule other obligations around recording and to arrange to have the necessary equipment available for the days you record. Look at your lesson and unit plans and decide when it is most appropriate to record. Avoid days you’re giving an exam, when school is dismissing early or starts late, or when there are special events taking place. Scheduled recording dates will also help keep you accountable.