assessment of teaching and learning through video
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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? - PowerPoint PPT PresentationTRANSCRIPT
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ASSESSMENT OF TEACHING AND LEARNING THROUGH VIDEOEmily Scida, Dept. of Spanish, Italian & PortugueseYitna Firdyiwek, ITC, Advanced Technology Group
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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?
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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
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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
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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
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STUDENT WORK: BEST PRACTICES
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STUDENT WORK: SELF/PEER OBSERVATION
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STUDENT WORK: PEER REVIEW
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STUDENT WORK: TEACHING PORTFOLIO
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STUDENT WORK: PORTFOLIO COVER LETTER
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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
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DATA ANALYSIS Hatton & Smith’s (1995) Levels of Reflection
Descriptive Dialogic Critical Contextualized
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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
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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