Video-Based Self-Reflection

Capturing and using video to identify, measure, and reflect on learning development goals.
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This micro-credential is no longer available.
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About this Micro-credential

Key Method

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.

Method Components

The educator captures video and uses the Sibme video platform to identify, annotate, and reflect on professional learning goals.

What is video-based self-reflection?

  • Video-based self-reflection is a process in which an individual watches and reflects on his or her actions for the purpose of refining and improving practice.

Student privacy considerations

  • Make sure you get approval from your principal and determine district policy before recording students. Your district may have sent media release forms home at the beginning of the school year that cover professional development, but you may need to supplement that release with a parent permission slip.
  • If a parent opts out, you can hide that student from camera view in the back or opt not to record students. Consult with a coach or administrator if you are unsure.

Best practices for effective self-reflection

  • Plan the lesson pacing ahead of time and anticipate the need for instructional adjustments. Use the reflection as an opportunity to discuss adjustments and how they affected your professional learning goals.
  • Things to look for while you reflect on your actions on video (See Resources section)

- 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.

  • Things to look for while you reflect on the actions of your students on video (See Resources section)

- 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.

Best practices for capturing video

  • Determine whether it’s appropriate to record an entire lesson cycle for the purpose of self-reflection or whether you can record sections of your lesson.
  • Decide whether it’s more appropriate to film yourself or your students in the context of your professional development goals.
  • A wide-angle lens is a good supplement when using iOS or Android devices.
  • You may also use an inexpensive iOS/Android tripod to hold your phone or tablet while you record.
  • A Swivl can help improve audio clarity and image stability.
  • GoPro, DSLR cameras, and iPads all have built-in audio recorders. These can also be used as standalone devices to capture video and audio.
  • Recording in medium (SD480) resolution (rather than HD) will save a lot of time transferring and uploading files via Sibme or another web service.

Suggested uploading and annotation strategies

  • Upload the video and lesson plan to your Workspace in your private Sibme user account. Here you can view, annotate, clip, and associate resources with specific videos.
  • You can avoid the compression or encoding process during uploading if you use the Sibme iOS or Android recording app. The Sibme iOS app has a countdown timer as well as the option to turn on automatic upload after the timer counts down (or, if you’re recording with Swivl, when you press the stop button on the microphone).
  • Try to watch entire video in one sitting.
  • Depending on your focus, complete one or both of the rubrics provided in the Resources section (Watch Yourself and Watch Your Students).
  • Identify, annotate, and time-stamp two sections of the video that worked and two sections that need improvement based on the goal you set (e.g., the level, type, or kind of questions you ask; how frequently you praise students compared to how frequently you criticize them; clarity of instruction; pacing; teacher talk vs. student talk; wait time; animation; or another element that relates to your goal).
  • After watching the video, review your annotations. If you did not achieve your goal, plan next steps for practicing the teaching skill or strategy in follow-up lessons or with an instructional coach or peer. If you met your goal, set a new goal for improving your instruction.

Research & Resources

Supporting Research

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.

  • Prochaska, J.O., Norcross, J.C., and DiClemente, C.C. (1994). Changing for Good. New York: Avon Books.
    Knight, Jim, Barbara Bradley, Michael Hock, Thomas Skrtic, David Knight, Irma Brasseur-Hock, Jean Clark, Marilyn Ruggles, and Carol Hatton. "Record, Replay, Reflect Videotaped Lessons Accelerate Learning for Teachers and Coaches." Learning Forward, April 2012: 18–23.

Resources

  • http://www.Sibme.com
    Sibme is a private web and mobile video-sharing platform that allows teachers, instructional leaders, and other education professionals to share videos and related resources for private reflection, training, and dialogue. Sibme provides flexibility and features to support instructional coaching, teacher training, professional development workshops, PLC/lesson study, and peer observation.
  • Self Reflection resources:

- 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

Submission Requirements

Submission Guidelines & Evaluation Criteria

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.

Instructions:

  1. Fill out Part 1 of the evidence section (Overview questions). This is where you will provide the context for your competency demonstration.
  2. Next, please send an email to [email protected] providing your full name and the email address at which you would like to receive the invitation to upload your video to the Sibme platform.
  3. You will receive additional instructions via email at the address you provided. You will be asked to upload your video to the Sibme platform, which is also where you will make annotations to your video and reflect.

Part 1. Overview questions

(200-word limit for each response)

  • Activity Description: Please state your professional learning goal and provide a short, contextual description of the activity in which you demonstrated improvement of your professional learning goal.
  • Activity Evaluation: How do you know your students increased their proficiency as a result of you achieving your professional learning goal? What evidence did you collect that demonstrates these learning gains?

Part 2. Evidence/artifacts

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.

Part 3. Teacher reflection

This part of the micro-credential will be completed on the Sibme platform with your huddle.

  • How did your professional learning goal help facilitate and improve student learning?
  • What was the overall impact of implementing your professional learning goal with your students? Were there any relevant challenges or observations with this protocol?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document