Video+Cases+in+Education


 * Article discussion**
 * The paragraph on p. 70 starting with "For teacher educators..." gives the point of the Exhibition Web site
 * The video on the site is used for decomposition of practice as mentioned on p.71
 * Video is a conversation catalyst, rather than a "how-to"
 * Students' apprenticeship of observation will affect how they view videos
 * We want to use video to inquire about our teaching and break it down to help people learn and improve their craft

-- class anatomies= assignments given, curricular materials used, video clips, interviews or written texts and related student work -- high-leverage practice= approached to teaching that can be used to address common problems of practice that novices will almost certainly need to employ in their teaching (ex. orchestrating group discussions) -- learning trajectories= the progression of teacher learning in a specific area over time
 * Notes on article**
 * Viewers of video need to be able to analyze the many elements of teaching and learning captured in the video, but they also need to have an understanding of what the video fails to capture (larger contexts, overarching purposes, long-term relationships, etc.)
 * Decomposition of practice= breaking down complex practice into its constituent parts for the purpose of teaching and learning à enables novices to see those processes and helps them to enact practice
 * Focus of digital exhibition= to make teaching accessible for analysis while still capturing its complexity; based on four Web sites- records of practice including raw materials, interviews, reflections, notes and commentaries
 * Web sites designed to provide representations that would foster the analysis and discussion of many different aspects of teaching and learning rather than to promote particular practices
 * Underlying ideas in the development of the Web sites: teaching is complex and ill-defined, teacher learning is long-term and develops over time, multimedia representation of teaching is a means for facilitating collaborative examinations, and learning from representations of teaching is dependent on the examination of and the setting in which the examination is done
 * Problem with field placements and internships is that the quality and nature of the teaching that students observe vary widely and teacher educators have little control over what preservice teachers observe and learn during this time.
 * The authors argue that learning from practice can be enhanced by engaging teacher educators and teachers in joint examinations of a variety of representations of teaching, including multimedia representations.
 * Teachers will look at video differently depending on the setting in which they are looking at it.
 * The exhibition brought together materials from four different websites in three arrangements: 1) //class anatomies// that facilitate in-depth examination, 2) delineation of a //high leverage practice// that facilitates comparison of approaches to teaching group discussion, and 3) reflections on the //learning trajectories// of the four teachers that facilitate a discussion of the development of novice and expert teachers

__Pam Grossman__: specific to her class in the STEP program; may not be specifically useful for teachers of subjects other than English, though could be helpful and interesting in general for novice teachers __Yvonne Hutchinson__: some people may allow biases or specific expectations of language to affect their use of the video __Travis Bristol__: took Pam Grossman's class; had a lot of background material to help support what is seen in the videos; can help novice teachers understand some of the overall components that go into planning and teaching a lesson; it is a "near-peer" example for novices __Digital Exhibition__: overview of all the sites (including Emily Venson); can look at novices compared to veteran teachers or a particular practice in different contexts; gives a good view of teaching and reflecting across time
 * Web site discussion**


 * Video allows us a glimpse into a classroom and into what could be.

Pam Grossman’s Web site is called Preparing Students to Lead Text-Based, Student-Centered Discussions and is based off of Yvonne Hutchinson’s work. This site is geared toward novice teachers and specifically relates to that video’s use in the Curriculum and Instruction in English course that Grossman teaches. The purpose of the site is to show examples of teaching and some of the planning and tools that are involved. || Video can be used to share models of teaching – catching in real time the “enacting” of the lesson. Being placed on the Web serves as a resource that can be shared on a large scale. || One limitation of video is capturing in real time the time and thought that goes into the planning and development of assessments for the lessons. This is one example of a lesson on a particular topic and with a particular age group so the viewer would need to draw parallels to their own particular content and context. || This site includes: • Class anatomies that document a single class or unit of instruction in the work of a veteran high school English teacher, a veteran teacher educator, and two novice teachers. • A study of a specific high leverage practice – the teaching of group discussion across these four different classroom contexts. • Reflections on the learning trajectories of these novice and veteran teachers who are studying their own practice and the practice of other teachers. || • The site allows the viewer to compare the expertise levels of novices as compared to veteran teachers. • There is the potential for comparing a particular practice in differing contexts….or being taught by different teachers in different ways. • There is opportunity to view the reflective process. • The site provides background of the teaching situation, bios of the teachers, documents and artifacts such as lessons plans, as well as video clips of teaching and interviews. • There are links to research articles. || • Overall the sight can be a bit overwhelming and takes time to navigate in order to make selections for instruction. • Strength or limitation depending on perspective is that it is meant for many different audiences and doesn’t tell how the various materials can be used. ||
 * Exploring Web Sites with Video Cases:**
 * **Name** || **Website** || **What it is AND What it Does** || **Strengths** || **Limitations** ||
 * Michelle || [|Pam Grossman] ||  ||
 * Large amount of video from Grossman’s class
 * Background and supporting materials for the videoed lesson provided
 * Clearly relates materials to teacher education and novice teachers
 * Contains student feedback on the unit and the use of the video and their reflections on the video and their own assignment using the Hutchinson video
 * Background information provided on the context of the class on which this Web site is based
 * Uses the video in specific relation to the class and unit that Grossman teaches
 * Not a lot of video of Hutchinson’s teaching on this site
 * Karen F. || [|Yvonne Hutchinson] || *This website acts as a web portfolio of this experienced teacher’s work with her students. Yvonne states in one of the video blurbs that her role is to engage students in the process of thinking. The videos of the students show a typical day in the classroom of an honor’s 9th grade English class, in a magnet school, where white students would be in the distinct minority. The experiences the students have in this classroom revolve around several oral language related tasks; there is a section on the home page of this site that includes copies of the directions or task guides the students use to present their information. || A great example of having high expectations can result in high performance. My bias showed when I listened to the students in their non-‘white’ English and heard such excellent content. || I felt like it was more of a showcase, rather than an example to follow. While there were sections that talked about where Yvonne came from, and what she did at the beginnig of the year in order to get the students to the level they are at the end of the year and what drove her to do what she does, it presented more as of a ‘see what CAN happen’ than a guide for how you could replicate the beauty of her classroom’s discourse. ||
 * || Emily Venson ||  ||   ||   ||
 * Christina || Travis Bristol || Travis’ Web site includes: background information about him as a teacher, the school in which he teaches and his class; video clips of teaching at different points in the year and teaching specific lessons; lesson plans; examples of assessments and rubrics; examples of student work and interviews with the teacher.
 * || Emily Venson ||  ||   ||   ||
 * Christina || Travis Bristol || Travis’ Web site includes: background information about him as a teacher, the school in which he teaches and his class; video clips of teaching at different points in the year and teaching specific lessons; lesson plans; examples of assessments and rubrics; examples of student work and interviews with the teacher.
 * Karen P. || Digital Exhibition || The story or information is shared through the work of four teachers: Dr. Pam Grossman, Travis Bristol, Emily Venson LeVasseur, and Yvonne Hutchinson.