1 / 30

Videocases for Science Teaching Analysis (ViSTA)

Videocases for Science Teaching Analysis (ViSTA). Dr. George O’Brien, Instructor, SCE 4310 INQUIRY MODULE Spring, 2013. ViSTA Staff. Technology : Brian Wenger, Rhiannon Baxter Coordinator: Jon Adams Communications: Dayna Garland Products and Services: Paul Numedahl.

elaine-lowery
Télécharger la présentation

Videocases for Science Teaching Analysis (ViSTA)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Videocases for Science Teaching Analysis (ViSTA) Dr. George O’Brien, Instructor, SCE 4310 INQUIRY MODULE Spring, 2013

  2. ViSTA Staff Technology: Brian Wenger, Rhiannon Baxter Coordinator: Jon Adams Communications: Dayna Garland Products and Services: Paul Numedahl

  3. Purposes of Slide Presentation • To introduce the features and content of the ViSTAInquiry module • To explore ideas about how to maximize preservice teacher learning from the module • To get you excited about using the module!

  4. Agenda for Slide Presentation • Opening • ViSTA Project and research results • Overview and exploration of the module navigation and technology • Experience Inquiry module • Review other components of the module

  5. Research and Theoretical Background

  6. Effective Programs for Teacher Learning • Engage teachers in collaborative, practice-based inquiries (analysis-of-practice); • Focus on teachers’ subject matter learning as central and intertwined with pedagogy; • Enable teachers to see these issues embedded in real classroom contexts; and • Focus on the subject matter and curriculum teachers are teaching

  7. Research points toteachers’ science content needs • Elementary teachers’ limited background in science, weak science knowledge, and discomfort with learning and teaching science is well documented. • Secondary teachers’ fragmented and compartmentalized understandings, limited with respect to the organizing concepts and principles of the discipline is well documented.

  8. Videocases enable deeper analysis of practice • Observers can slow down the teaching process, reviewing video clips several times • Analyses can be more evidence-based • Video provides a common teaching situation for collaborative analysis and development of a shared image-based language

  9. Pedagogical Content Knowledge and Student Thinking Lens • Knowledge about students’ ideas, experiences, misconceptions, difficulties in understanding key ideas, and ways of thinking in specific science content domains • Knowledge about strategies for building on students’ ideas and addressing common student difficulties with specific science ideas

  10. Pedagogical Content Knowledge and Science Content Storyline • Knowledge about how to organize science content for teaching • Selecting key ideas and activities • Sequencing, linking science ideas to one another • Sequencing, linking science ideas to activities • Organizing ideas and activities to construct a coherent “story” that makes sense to students

  11. TIMSS Video Study results: Content storylines

  12. ViSTAConceptual Framework • What should preservice teachers be analyzing as they look at videocases of science teaching? • What should be the “content” of a videocase-based teacher learning program?

  13. ViSTATheoretical Framework • Situated cognition • Cognitive apprenticeship • Conceptual change

  14. Features of the ViSTA Modules • 5 online videocase modules designed for use in elementary science methods courses • Videocases feature K-8 science lessons about electricity, force and motion, plants, water cycle, and scientific inquiry • Videocases include lesson videos, videos of teacher and student interviews, student work, student pre-post tests, teacher lesson plans • Preservice teachers’ interactions with the videocases are guided and structured by tasks and by their course instructors.

  15. ViSTA Teachers and Analysis Tasks • Teachers selected because of their efforts to make student thinking and the science content storyline visible in their teaching • Analysis tasks and video clips selected for their potential to challenge preservice teachers’ thinking and learning • Teachers and tasks were NOT selected to present model examples of effective teaching for preservice teachers to copy

  16. Summary: Ideas from research built into the ViSTA Modules • Module content: • Science content knowledge • Pedagogical content knowledge: Student thinking • Pedagogical content knowledge: Science content storyline • Module theoretical base: • Situated cognition • Cognitive apprenticeship • Conceptual change • Module structure: • Analysis-of-practice using structured videocases

  17. ViSTA Research: Design • Experimental group: Preservice teachers enrolled in methods courses with experienced ViSTA instructors, using either the Electricity or the Plants module (N = 33 instructors) • Control group: Preservice teachers enrolled in methods courses in which no ViSTA module is being used (N = 9 instructors, from same universities as Experimental group). • Quantitative measures for teacher ability to analyze practice, teacher PCK (ST/SCS Lenses), and teacher CK

  18. ViSTA Research: Results After adjusting for entering abilities, preservice teachers using ViSTA modules • outperformed their comparison peers on science content knowledge • outperformed their comparison peers on all measures of lesson analysis abilities, measured in 3 scores: content, student thinking, and science content storyline

  19. Structure of ViSTA Modules Technology

  20. ViSTAAn Overview • Demonstration of module • Explore module features

  21. ViSTAAn Overview Inquiry Instructor Guide – site for teacher educators to • view the entire module, • see suggested teaching strategies, and • access exemplary responses to tasks Inquiry– site for • preservice teachers to complete their work • teacher educators to view preservice teacher responses and give feedback

  22. ViSTAModule Structure: Folders Folders

  23. ViSTAModule Structure: Navigation Tree • Main Menu – left side navigation pane • Folders – bulleted items in the main menu • Tasks – series of learning experiences • Pre and Posttests • Readings • Video analysis • Analysis of student work • Questions

  24. ViSTAInstructor Guide Site • Instructor guide -- along the right side of page • Goals • Frame • Teaching Strategy • Easy access to exemplary answers

  25. ViSTAPreservice Teacher Site • View task “activity” • Provide feedback to preservice teachers on completed tasks • View preservice teachers’ comments on feedback

  26. ViSTAExplore Module Features Do the following: • Find a master list of all videos included in the module. • Find the suggested teaching strategy for Task 15. • Find the Task where preserviceteachers. examine science standards documents. • Find the Folder that provides information on the videocase teachers and lessons. • View the exemplary response for Task 4.1 from the student site. • Provide feedback on a colleague’s exemplary response from Task 4.1.

  27. ViSTAHelp Resources For technical help with ViSTA: - See ViSTA user guide (binder front matter) - Contact support@bscs.org

  28. 5415 Mark Dabling Blvd • Colorado Springs, Colorado 80918 • E: info@bscs.org W: www.bscs.org P: 719.531.5550

More Related