1 / 15

Assessment of Teaching and Learning through Video

Assessment of Teaching and Learning through Video. Emily Scida , Dept. of Spanish, Italian & Portuguese Yitna Firdyiwek , ITC, Advanced Technology Group. Research Questions. How can video technologies address the challenges faced by educators in promoting teacher reflection?

liana
Télécharger la présentation

Assessment of Teaching and Learning through Video

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. Assessment of Teaching and Learning through Video Emily Scida, Dept. of Spanish, Italian & Portuguese YitnaFirdyiwek, ITC, Advanced Technology Group

  2. Research Questions • How can video technologies address the challenges faced by educators in promoting teacher reflection? • How does video-based reflection interact with other types of pedagogical tools for reflection such as journaling, peer observations, action research, and portfolios?

  3. Participants and Context • Teaching Foreign Languages graduate seminar, Department of Spanish, Italian, and Portuguese, Fall 2009 • 13 GTAs teaching beginning and intermediate Spanish and Italian

  4. Course Activities: Reflection through Video • Activity 1: Best Practices • Activity 2: Self and Peer Observation • Activity 3: Action Research Paper • Use of Video • Self-videotaping • Video editing • Embedding of video clips in written work • Online Teaching Portfolio

  5. Technology • E-Folio • Submission of essays and video • Collaboration and peer review • Video editing tools • Teaching portfolio • FlipCams • Training Sessions • Session 1: video editing and submission of work • Session 2: teaching portfolios

  6. Student Work: Best Practices

  7. Student Work: Self/Peer Observation

  8. Student Work: Peer Review

  9. Student Work: Teaching portfolio

  10. Student Work: Portfolio Cover Letter

  11. Data Sources • Primary data – 65 reflective entries total • Best practices essays • Self/peer observation essays • Action research papers • Secondary data • Online anonymous survey • Videotaped group feedback session • Final reflective essay of portfolio • Course evaluations

  12. Data analysis • Hatton & Smith’s (1995) Levels of Reflection • Descriptive • Dialogic • Critical • Contextualized

  13. Results • Amount and type of reflection depends on: • Nature of activity • Focus on self or other in clip • Intended audience of essay/clip • Timing of assignment • Active use of video results in: • More specific and accurate reflections • Support with concrete visual evidence

  14. Future Applications • TA training in other departments/schools • Professional development opportunities • As a model for TAs to apply to own classrooms • Peer mentorship • Portfolio as a reflective activity

  15. Contact Information Emily Scida ees2n@virginia.edu YitnaFirdyiwek ybf2u@virginia.edu

More Related