Scribd
Upload
104 views

How To Guide - Videos of Practice

Videos of practice allows teachers to record their classroom lessons and review them later either individually or in groups. This provides opportunities for self-reflection and highlighting exemplary teaching practices. The process involves recording lessons, observing the videos either individually or in a group, and concluding with an action plan to improve or refine teaching strategies. Key considerations include focusing on individual or school-wide issues, using agreed protocols, developing observation skills, and addressing privacy and technology concerns.

Uploaded by

api-287660266
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
104 views

How To Guide - Videos of Practice

Videos of practice allows teachers to record their classroom lessons and review them later either individually or in groups. This provides opportunities for self-reflection and highlighting exemplary teaching practices. The process involves recording lessons, observing the videos either individually or in a group, and concluding with an action plan to improve or refine teaching strategies. Key considerations include focusing on individual or school-wide issues, using agreed protocols, developing observation skills, and addressing privacy and technology concerns.

Uploaded by

api-287660266
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

WHY VIDEOS OF PRACTICE?

How-to Guide

g
Viewin rom
ce f
practi ance
a dist

VIDEOS OF
PRACTICE

allows for single or multiple observers for one lesson


videos can be available for review anywhere, anytime
is a tool for self-reflection of classroom practice
provides opportunities to highlight exemplary practice
can be used to train teachers in specific instructional practices

WHAT IS VIDEOS OF PRACTICE?

can be used to up-skill teachers in effective observation


practices and quality professional conversations

classroom practice is recorded and later viewed in part or in full as a means


of observation of self and/or others
focused on supporting the professional growth of individual teachers and
their identified needs
aims to support self-reflection and provide access to observation of others
practice anytime, anywhere

WHAT ACTIONS ARE INVOLVED?


PHASE 1
Record classroom lesson/s
using available technology
length of recording based on
pre-determined focus of the observation
e.g. may be a specific aspect of the
lesson or a specific practice being used

PHASE 2
Observe, individually or as a group,
the video recording/s

WHAT DO I NEED TO CONSIDER?

WHAT ARE THE KEY ELEMENTS?


PHASE 3
Conclude the observation
conversation/self-reflection with
a plan for action depending on
the observation focus
there may be a decision to
trial new or refine existing
teaching strategies

the use of Videos of Practice may be driven by


the school as part of school-wide professional
learning, or by small groups of teachers within
the school or by individuals
focused on local and/or individual issues
shared agreement and use of protocols around
observations and follow up conversations

focus may shift to another


element of teaching

the availability and usability of technology


> seek advice from schools that have
undertaken similar approaches; determine
staff expertise in using technology to support
set-up and implementation
there are potential privacy concerns
> openly discuss staff concerns; ensure videos
are stored and accessed securely and seek
expert advice if required
observations have the potential to be perceived
as threatening
> consider starting with self-reflection and build
opportunities for staff to work together with
trusted colleagues before broadening the use
there are many ways to implement and use
Videos of Practice
> work with staff to agree on protocols
and procedures and involve staff in the
planning process

use a framework or strategy for agreeing


what constitutes quality practice
use agreed protocols to support
effective professional conversations
develop observation skills prior to
observing colleagues

Where can I find out more?

select observer/s based on intent of the


observation e.g. a teacher may selfreflect on their own practice or a teacher
and coach watch and discuss practice

Can video with professional conversations


improve teacher education? (Moyle, 2007)
Literature Review of the use of Video as a
resource for professional development of
mathematics teachers (Hall and Wright, 2007)

determine the number of videos to be


viewed based on the agreed focus

twitter.com/aitsl

facebook.com/aitsl

aitsl.edu.au

[email protected]

You might also like