USING VIDEO IN PRE-SET AND IN-SET TEACHER TRAINING

Transkript

1 USING VIDEO IN PRE-SET AND IN-SET TEACHER TRAINING Eva Minaříková Institute for Research in School Education, Faculty of Education, Masaryk University

2 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

3 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

4 What can we as teachers learn from watching classroom Learning from classroom videos: Situated learning (learning is context based; videos provide this context) Constructivist theories of learning (video analysis is based on what the teachers already know and can elicit theseoften unreflected knowledge/experiences/beliefs/opinions/etc.) Promoting reflection (by looking at other teachers at work we might be better able to reflect on our own teaching) We could realize: What we do What we don t do What we should do What we could do

5 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

6 How can we learn from classroom View a video of a typical classroom situation alone and write a reflection. View a video of a typical classroom situation with colleagues and discuss it. View a video of a typical classroom situation alone and write a reflection. Then discuss your reflections with colleagues. From your reflections, try to think whether you do/don t do the same things as the teacher. What things could you try with your class? Which things should you try to avoid? Why? Find a video of a new teaching technique/activity online and try it with your class. Ask a colleague to videotape your class. Watch it alone/with a friend/with a colleague. Focus on interaction patterns/giving instructions/giving feedback/communicating with the whole class/communicating with individual learners/

7 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

8 Let s try. How did you feel when watching the video? Was it easy for you to write the comments? What character did your comments have? Descriptive? Interpretative? Explanatory? Evaluative? Suggesting alternatives?

9 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

10 Let s try again. How did you feel when analysing the video this time? Was it easier? More boring? Three steps: Describe it is important to realize what is actually going on. Think about the context. Analyze interpret the situation (reasongs, aims, feelings), look for theory or rules that apply, try to see the consequences. In the end, evaluate. Suggest alternatives are there any different (better) approaches? Would this alternative work under all the circumstances or might it cause any problems?

11 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

12 Where can I find such title=english_musical_echoing

13 Structure of the presentation What can we as teachers learn from watching classroom How can we learn from classroom Let s try. Let s try again. Where can I find such Where can I find more information?

14 Where can I find more information? Janík, T., Slavík, J., & Najvar, P. (2011). Kurikulární reforma na gymnáziích: od virtuálních hospitací k videostudiím. Praha: VÚP. Dostupné z option=com_content&view=article&id=132&itemid=117 Časopis Komenský Didactica Viva. Dostupný z Richards, J. C., & Lockhart, C. (2007). Reflective Teaching in Second Language Classrooms. Cambridge: CUP.

15 THANK YOU FOR YOUR KIND ATTENTION!