Today’s guest post is written by frequent Finding Common Ground blogger Lisa Westman. Lisa is an instructional coach specializing in differentiation for Skokie School District 73.5 in suburban Chicago. She taught middle school gifted humanities, ELA, and SS for twelve years before becoming a coach.
Making slime from scratch (a combination of Elmer’s glue, Borax, water, and food coloring) is the latest craze amongst school-aged children. This trend is so popular that many stores have completely sold out of Elmer’s glue.
My 8-year old daughter has jumped on the slime bandwagon, and I must admit, this fad is not my favorite (the slime is messy, smelly, and I am constantly searching for more glue). Additionally, my daughter has “hired” me as her personal videographer, and contracted me to film her slime-making process. But, sassiness aside, there is a silver lining in all of this slimy mess, which are the insights I have gained about kids today:
Children will record anything and everything. Then, they will watch their recordings over and over again.
Children today are accustomed to seeking (and applying) honest, actionable feedback. (Watch the end of my daughter’s video to see what I mean).
Educators are grossly underutilizing the potential of video recordings.
The Power Of Video
I am currently participating in a year-long intensive instructional coaching institute led by Jim Knight of the Instructional Coaching Group.
At our last session, we concentrated on the content of Knight’s book, Focus on Teaching which discusses the many advantageous applications of video as a professional learning tool.
As an instructional coach, I have been quite impressed with the significant impact video has on learning. In Focus on Teaching, Knight explains one reason why video is so powerful:
-- professionals often do not have a clear picture of what it looks like when they do their work....they (many teachers) do not know what it looks like when they teach until they saw the video. And because they are unaware of what it looks like when they teach, they often do not feel the need to change. They might be open to trying new practices, but they don't feel compelled to change."
Every time a teacher chooses to use video in a coaching cycle, Knight’s observation rings true. Without exception, after watching videos of themselves, teachers are surprised by what they see. They either recognize tendencies they were completely unaware of and are propelled to take action, or they are pleasantly surprised with the footage as their impression of themselves was too harsh (I call this teaching dysmorphia). Either way, in my experience, coaching cycles that utilize video are more successful than those that do not (as evidenced by data pertaining to the cycle’s goal).
Could Video Have The Same Effect With Our Students?
Knight’s workshop got me thinking about our students and their perceptions. If adults don’t have an accurate view of their teaching, how can we conclude our students have a clear sense of their learning? If video has such a powerful effect on the likelihood of teacher goal achievement, couldn’t the same process work with students?
According to the National Education Technology Plan Update released by The US Department of Education in January 2017, assessing and documenting the growth of students’ non-cognitive competencies (also referred to as social and emotional learning which includes a wide-range of skills) is as important as assessing and documenting students’ academic progress.
The plan reports some small advances in data collection and curricula addressing social- emotional learning, but stresses there is still a profound need for more reliable and relevant tools (both the learning and data collection pieces).
Video learning is one way to address this deficit. As stated, just as a teacher may have a blindspot in their practice, chances are students do not have an accurate picture of their performance either. Video can help illustrate this.
Keeping in mind our students organically record much of what they do, and video is a proven effective learning tool (for adults), educators can capitalize on this set of circumstances to better meet our students’ social-emotional learning needs.
At first, it may seem a bit overwhelming to add something “new” to our repertoire, but as with most things, over time the process becomes less intimidating as the kinks are worked out, and success is experienced. Also, it helps to keep in mind that while new tools (in this case using video) may be new to us, they are not new to our students. There is no shame in tapping into our students’ knowledge of video to help us with the logistics as outlined below:
Use any device with video recording capabilities. You can use multiple devices simultaneously.
Set the devices up in the location(s) you wish to record (whole class, small group, individual student desks).
Store videos in an accessible, but not public location (Google Drive, Flash Drive, YouTube listed as a private).
Student(s) record themselves for a predetermined portion of a lesson which is likely to garner the best evidence.
Teacher and student(s) confer to identify the skill they want focus on (i.e. appropriate communication with peers).
Teacher and student(s) co-create a list of look-fors for the skill to be observed (i.e. ineffective vs. effective communication of ideas) and cite examples of each criterion:"you are wrong” vs. “I see things a different way. Let me explain.”
Teacher and student(s) co-create a data collection tool or rubric which specifies look-fors. The simpler, the better, tally systems work very nicely.
Student(s) and teacher watch the videos and collect data (separately).
Teacher and student review their findings and set a reasonable, quantifiable goal (i.e. ratio of effective to ineffective comments is 3-1).
Any differences in understanding could be discussed further by reviewing parts of the video together and comparing examples to the rubric.
The teacher and student(s) determine an action plan which includes a learning piece.
After a predetermined interval of learning, the teacher and student(s) repeat the process and determine next steps (adjust action plan to continue to work toward goal or determine the goal is met and set a new goal).
An additional bonus of having students use video to self-assess their non-cognitive competencies is they have additional opportunities to interact with the content of lesson when they watch their recordings.
This model does not have to be used with all students at the same time, nor do all students need to have the same look-fors/data collection tools. This method can be differentiated to meet the social-emotional learning needs of individual students just as we differentiate for students’ academic needs.
Non-cognitive competencies are only one example how video can be used in our classrooms. Check out this post’s accompanying infographic for other suggestions, and please share ways you have used video with your students so we can learn from each other.
Questions about this post? Connect with Lisa on Twitter.
The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.