The educator sets a professional learning goal, records a video of him or herself teaching, watches the video, and annotates that video to measure his or her progress toward that learning development goal.
The educator captures video and uses the Sibme video platform to identify, annotate, and reflect on professional learning goals.
- My praise to correction ratio is at least 5 to 1.
- Expectations were clearly explained prior to each activity.
- My corrections are calm, consistent, immediate, and effective.
- My questions are at the appropriate level and are varied and scaffolded (know, understand, do).
- My learning activities (stories, cooperative learning, thinking devices, experiential learning) were effective.
- I used a variety of learning activities effectively.
- I clearly understand what my students know and don’t know.
- Students were engaged in learning.
- Students interacted with the teacher and their peers respectfully.
- Students clearly understand how they are supposed to behave, based on established classroom guidelines and procedures.
- Students rarely interrupted each other.
- Students engaged in high-level conversation (possible model: Blooms Taxonomy).
- Students clearly understood how well they are progressing.
- Students clearly explained what they know and don’t know.
Watching oneself on video is one of the most powerful strategies teachers and coaches can use to improve their practice. Research conducted by change expert Prochaska and colleagues (Prochaska, Norcross, and DiClemente, 1994) demonstrates that people are often unaware of the true nature of their professional practice and of their need to improve. Video gives educators an honest picture of their professional practice.
Video recording provides a way for teachers to review and reflect on their teaching practices. Teachers can get a rich record of how students are performing or how they are teaching by setting up a camera in the classroom. For example, teachers can use video to record such aspects of teaching as the level, type, or kind of questions they ask; how frequently they praise students compared to how frequently they criticize them; the clarity of their instruction; pacing; and animation. Teachers can watch the video to assess their facial expressions and other nonverbal communication, to see if they are ignoring some parts of the room, or to note whether bias toward particular students or groups of students has crept into their practice.
Video can also help teachers get a second look at students, to assess whether students are authentically engaged or identify which activities or teaching practices seem most effective in increasing student engagement. Video can also provide insight into each class’s culture, giving teachers a window into students’ assumptions about the purpose of learning and the boundaries of respectful communication, as suggested by their actions.
Finally, video helps teachers see actions or expressions that foster or inhibit emotional connections. Rolling eyes, making sarcastic comments, talking down to students, or looking uninterested can destroy connections. Video also shows actions that encourage connection, such as praise, smiles, or words of encouragement.
- Knight, Jim. “Watch Your Students.” 2011, http://bit.ly/2k0nw1S
- Knight, Jim. “Watch Yourself.” 2011, http://bit.ly/2k0nw1S
- Knight, Jim. “Identify a Goal.” 2011, http://bit.ly/2k0nw1S
Following are the items you must submit to earn the micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2. Scoring for parts 2 and 3 will occur on the Sibme platform.
(200-word limit for each response)
Submit your video evidence demonstrating competency in video-based self-reflection to the Sibme platform. Then, share it with the assessor in your huddle, where you will also perform your annotations and reflections.
Please send your full name and email address to [email protected] to get an invitation to the Sibme platform, where you will submit your video evidence for part 2 and respond to the reflection questions in part 3.
This part of the micro-credential will be completed on the Sibme platform with your huddle.
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