edtpa online session 7: preparing video clips of teaching

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The edTPA: Session 7: Preparing your Video Clips of Teaching Hunter College School of Education 1

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  • 1. 1 " The edTPA: Session 7: Preparing your Video Clips of Teaching Hunter College School of Education
  • 2. 2 Learning Objectives The objec)ves of this Learning Module are: 1. To provide sugges0ons for capturing good quality video 2. To familiarize you with the role the video plays in your edTPA submission 3. To support you in planning how you will record, edit, and upload your video clips.
  • 3. 3 Sequence of Steps to Anticipate 1. Understanding what scorers are looking for in the Task 2 instruction, by examining rubrics from your edTPA handbook 2. Thinking through the types of instructional moments you want to capture 3. Familiarizing yourself with the recording device that you will be using 4. Preparing your students and the room itself 5. Shooting the video 6. Making choices as you review and trim your video once it's been recorded 7. Compressing (shrinking) the video to a le size specied by Pearson 8. Getting feedback from faculty along the way 9. Analyzing the video artifacts 10. Uploading the video clips to Pearsons edTPA website
  • 4. 4 Capturing Your Teaching You will be video recording each lesson of your instruc0on done during the 3 to 5 days of your Learning Segment. You will submit only selected clips of your instruc0on to edTPA These clips are evidence for the claims you make about your teaching instruc0on You direct the scorer towards what they should be looking for in your clip Your clip must meet the requirements of the rubrics at level 4 in Task 2 of your edTPA handbook4
  • 5. 5 Examples of Rubric Requirements Rubric requirements vary by teaching subject area, so be sure to check your rubric carefully Make sure to spend 0me looking in the rubric for references to prac0ces that you will want to showcase in your video clips.
  • 6. 6 Highlight Teaching Practices Select two video clips that highlight Some examples might include: dierent strengths in your instruc0on-you will not be submiQng an en0re lesson just clips, as specied in your handbook Be inten0onal about tasks you plan in your lesson in order to capture those prac0ces in video Modeling ac0vi0es requiring academic language to be used Interac0ng with a small group Helping a struggling student express himself Seeing two students speaking to each other about the content, using the targeted academic language Suppor0ng a child through prompts to elaborate a response
  • 7. 7 Getting to Know Your Video-Recording Device There is a very limited number of cameras available for check out through Hunter College- therefore, you will need to secure a video- recording device which you can access every day of your student teaching/prac0cum semester You should use a video recording device you are comfortable with, whether it is your phone, tablet, or video camera, as long as it is capable of recording high quality video for an extended period of 0me Consider how you will be connec0ng your video recording device to a computer to extract the video
  • 8. 8 Setting Up the Room
  • 9. 9 Etch-a-Sketch of Your Room Create a diagram of the classroom: It should show: You The students The camera Key pieces of furniture or equipment used in the lesson Other questions to consider: ow will the camera be held steady where you are positioning it? H ill you use a tripod or how will it be propped up? W hat are your options for places you could place the camera in the room? W
  • 10. 10 Begin with the End in Mind Think about how you want your video to look when you nish: What do you want the completed video clips to look like? Do you want to capture the look in the students' faces? The text on the pages in front of them? The teacher's gestures? Do you want to focus on just a few students or the whole room? What makes the most sense to capture for what you are teaching? Examples: ngle the camera close to a pair of A students working together ngle the camera to see the entire room, A facing the students so you can capture the students responses
  • 11. 11 Prepare Your Students Make sure the camera is a familiar sight in your classroom To de-sensitize students to the presence of the camera and to test the process of video capture, it's a good idea to shoot some practice video. If you haven't already, secure consent from parents or guardians for the recording, according to your school's policies.
  • 12. 12 Setting Up the Camera Shot Camera placement is crucial. You can't always point and shoot and get useful results. Pay attention to where you are pointing the camera What can you see on the screen? Is the persons head in the shot? Tailor the camera angle to the teaching instruction you want the what can your scorers to focus on. Consider whether you want a close up shot, or something further away. Before you begin shooting, consult your room sketch and consider any obstacles that might be in the way. Practice shooting sample videos and uploading them to a computer to make sure all of your technology is ready to go and compatible. Watch and listen to the sample videos - how is the audio and video quality? What happens if the camera is closer or further away? How is the camera angle - does it include everything that needed to be in the shot? How can you improve it for next time? Keep the camera stable - use a tripod or stand, even if someone is helping you shoot.
  • 13. 13 Rhymes to Remember Light: A brightly-lit subject will photograph better than one that is in the shadows. Shoot the video with the source of light behind the camera. Arrange the students and yourself so that the light shines onto them. Tight: Let your subject ll the frame. Sit the students closely together. You dont need to include the entire classroom in every shot; often a close shot of one interesting part of the room is more useful. Sight: The camera sees not only your subject, but whats behind it as well. Shoot video against a plain background if you can. Remove distracting details from around the teaching area before shooting. Write: Words do not show up well in pictures. Its almost impossible to read text from a video clip. Use video for people and action; do not attempt to capture written text. Those nice letters on the board may be readable through the lens of the camera, but they will be indecipherable on the video screen. Uptight: People seem more alive when they are not posing. Ask your students to ignore the camera and get on with their work, talking to each other, not to the camera. Getting them to do something will help them relax, and make a more natural video.
  • 14. 14 The importance of audio quality Audio quality is as important as video quality for your submission Teacher videos can be dicult to evaluate if you cant hear the teachers or students talking To capture student voices, place the camera close to them and use an external microphone To capture your own instruc0ons, place the camera closer to yourself The audio will work best if it is less than 5 feet away from the speaker
  • 15. 15 Tips for Capturing Good Audio Close up. The closer the mouths of the speakers are to the camera, the better your audio will be. Do not be afraid to move the camera right next to the students or to yourself. It may seem strange, but the resulting audio will be better. Zoom out. Do not use the zoom-in feature of the camera. Zoom all the way out. To get a tighter shot, zoom with your feet: move the camera closer to the action. This will result in much better audio. Quiet down. Classrooms are full of extraneous noises: from open doors and windows, to ventilating fans, public address speakers, clattering chairs and desks, and talking students. Do what you can to shut these sources of sound before you shoot. Speak up. Remind yourself and your students to speak loudly and clearly while you are capturing video, more so than they would normally. You'll be surprised at the difference in audio quality that this will produce. Stay still. Put the camera on a tripod or stand, frame your shot, start the recording, and then leave the camera alone. A moving camera spoils the audio quality. Hands off. Do not shoot video with the camera in someone's hand. Their ngers will make noise against the case, which will spoil the audio. Use the tripod or the stand.
  • 16. 16 Check Your Camera Settings Get comfortable using your recording device Videos should not be smaller than 320x240 or larger than 1280x720 Videos with larger resolu0on will take longer to upload to your computer and to compress (shrink) and convert to a le format that the edTPA and VAT sizes can handle Problem Solve! There are several tutorials on the VAT site that can help you gure out how to change the video seQngs on your recording device, and you can always try googling it to take ownership of this process.
  • 17. 17 Preparing to Shoot Your Video Test a few shots Prac0ce shoo0ng at least 30 seconds of ac0on before you actually start shoo0ng Shoot the Teaching Review your lesson plan, room sketch and scoring rubrics beforehand Teach and remember the purpose of the video What does your audience need to see and hear? Review and Re-shoot View the footage you captured Make sure the informa0on you need was actually captured
  • 18. 18 Clip and Trim Your Video You will need to upload your video rst to a computer. This may take some 0me. DO NOT COMPRESS VIDEO un0l you have trimmed it. Make sure you follow the clip 0me requirements in your handbook You should only trim the beginning and end of your video. The video segment should not have any edits in the middle, but should show con0nuous teaching
  • 19. 19 Upload Your Video to the VAT Site Upload your videos to the Hunter VAT Clip Library Follow the directions on the VAT site Write down the number assigned to your clip Let your faculty member know it has been uploaded Get feedback and reviews from your seminar leaders and faculty members Review and score your own video
  • 20. 20 Upload Your Video to Pearson Upload your videos to the Pearson edTPA site Have materials ready for all 3 edTPA tasks Upload all the videos at once Save each item digitally on your computer and back everything up Text documents saved in Microsoft Word Video clips in MPEG-4 or QuickTime format
  • 21. 21 Resources on Video available at VAT Site VAT (Video Analysis of Teaching Site): http:// www.hunter.cuny.edu/school-of-education/technology/vat/ overview