Borko, H., Jacobs, J., Seago, N. & Mangram, C. (2014). Facilitating video-based professional development: Planning and orchestrating productive discussions. In Y. Li, E.A.Silver & S. Li (Eds.) Transforming mathematics instruction: Multiple approaches and practices (pp. 259-281). Dordrecht: Springer.
- Use of video to discuss the teaching practice
- Video watching must be skillfully guided
- “To successfully lead such discussions requires that teachers have deeps knowledge of the relevant content, of student thinking about that content, and of instructional moves that are likely to guide the discussion in fruitful directions.” (Borko, Jacobs, Seago, & Mangram, 2014, p.261)
- Best practices
- Anticipating student responses
- Monitoring their thinking
- Selecting approaches for the class to explore
- Sequencing student’s shared work
- Connecting student responses to one another and to key ideas
- Three decision points when planning a video-based discussion
- Determine goals of discussion and select video clips
- Identify goal relevant features of the video clip
- Create questions to guide the discussion
- Three practices for orchestrating productive discussions
- Think about lesson segment
- Probe for evidences of their claims
- Connect analysis to key mathematical and pedagogical ideas
- Content accompanying video for PD facilitators
- Time-coded transcript
- Lesson graph
- Guiding questions to ask
- Notes on the clip
- “Back pocket” questions
- Mathematical support
- Cautionary notes
- The need for a PD for PD facilitators
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
- The need for facilitation in video-based PD
- “How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom?” (Gaudin & Chaliès, 2015, p.41)
- Teachers must be trained to identify relevant events
- “Most authors agree that enriching selective attention should be an objective of both teacher education and professional development. Indeed, both PTs and ITs suffer from an inability to identify relevant classroom events without training and focus.” (Gaudin & Chaliès, 2015, p.46)
- Teachers must be able to
- Describe
- Explain
- Predict
- “Disposition to notice” and “capacities to reason”
- Objectives of video viewing in teacher education and professional development
- Show example of good teaching practices
- Show characteristic professional situations
- Analyze the diversity of classroom practices from different perspectives
- Stimulate personal reflections
- Guide/coach teaching
- Evaluate competencies
- Two main categories of video use
- Developmentalist – how to interpret and reflect on classroom practices
- Normative – what to do in the classroom
- Select videos of “‘examples’ not ‘exemplars’”
- Videos of
- unknown teacher activity
- peer activity
- own practice
- Effect of video viewing in TE & PD
- Motivation
- Cognition
- Classroom practice
Gröschner, A., Seidel, T., Kiemer, K., & Pehmer, A.-K. (2014). Through the lens of teacher professional development components: The ‘Dialogic Video Cycle’ as an innovative program to foster classroom video. Professional Development in Education, DOI: 10.1080/19415257.2014.939692
- How to teach “Productive classroom dialogue”
- “Productive classroom dialogue refers to approaches to classroom communication in which teacher and students, through purposeful classroom talk, engage in a continual process of the co-construction of knowledge (Wells and Arauz 2006, Mercer and Littleton 2007, Alexander 2008).” (Gröschner, Seidel, Kiemer, & Pehmer, 2014, p.2)
- Effective components of professional development
- Content focus
- Active learning
- Collective participation
- Duration
- Coherence
- Self-determination Theory (SDT)
- “teachers’ abilities to foster perceptions of autonomy, competence and (social) relatedness.” (Gröschner, Seidel, Kiemer, & Pehmer, 2014, p.8)
- “In the field of PD and workplace learning, studies found that autonomous motivation also supports job satisfaction and predicts the quality of transfer of PD experiences in daily work (Gegenfurtner et al. 2009).” (Gröschner, Seidel, Kiemer, & Pehmer, 2014, p.8)
- Problem-Solving Cycle (PSC)
- Iterative, long-term PD approach (Borko) focused on CK and PCK
- Dialogic Video Cycle (DVC)
- Builds upon PSC model
- Focuses on verbal interactions between teachers and students
- “In the DVC the focus is on the implementation of the two activities student activation and clarifying discourse rights and scaffolding student ideas and feedback (Walshaw and Anthony 2008). By helping teachers implement both activities in the classroom, the DVC aims to change the perspective of teachers towards engaging students in classroom dialogue and to support student learning processes.” (Gröschner, Seidel, Kiemer, & Pehmer, 2014, p.9)
- “Therefore, through the lens of teacher PD components, video-based reflections as well as collaborative learning opportunities seem to be crucial aspects for teacher learning.” (Gröschner, Seidel, Kiemer, & Pehmer, 2014, p.25)
Kiemer, K., Gröschner, A., Pehmer, A.-K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction, 35, 94-103.
- Motivation to learn
- “Motivational concepts such as interest in the subject are important outcomes of educational processes (Krapp & Prenzel, 2011) and are key elements regarding the young generations’ preparedness for life-long learning as a core-skill in knowledge-based societies.” (Kiemer, Gröschner, Pehmer, & Seidel, 2015, p. 94)
- DVC worked
- “This study shows that after successful implementation (Gro€schner, Seidel, Kiemer, et al., 2014), the video-based TPD approach of the DVC was effective in changing teachers’ behaviour towards more productive classroom discourse.” (Kiemer, Gröschner, Pehmer, & Seidel, 2015, p.101)
- “The results of this study further show positive changes in students’ experiences of autonomy, competence and social relatedness as well as intrinsic learning motivation, when their teachers participated in the DVC intervention.” (Kiemer, Gröschner, Pehmer, & Seidel, 2015, p.101)
- “The results demonstrate the importance of productive classroom discourse in promoting positive learning outcomes for students’ motivational orientations and its role in fostering student interest in STEM subjects.” (Kiemer, Gröschner, Pehmer, & Seidel, 2015, p.101)