A SSESSMENT OF T EACHING AND L EARNING THROUGH V IDEO Emily Scida, Dept. of Spanish, Italian & Portuguese Yitna Firdyiwek, ITC, Advanced Technology Group.

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Presentation transcript:

A SSESSMENT OF T EACHING AND L EARNING THROUGH V IDEO Emily Scida, Dept. of Spanish, Italian & Portuguese Yitna Firdyiwek, ITC, Advanced Technology Group

R ESEARCH Q UESTIONS 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?

P ARTICIPANTS AND C ONTEXT Teaching Foreign Languages graduate seminar, Department of Spanish, Italian, and Portuguese, Fall GTAs teaching beginning and intermediate Spanish and Italian

C OURSE A CTIVITIES : R EFLECTION THROUGH V IDEO 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

T ECHNOLOGY 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

S TUDENT W ORK : B EST P RACTICES

S TUDENT W ORK : S ELF /P EER O BSERVATION

S TUDENT W ORK : P EER R EVIEW

S TUDENT W ORK : T EACHING PORTFOLIO

S TUDENT W ORK : P ORTFOLIO C OVER L ETTER

D ATA S OURCES 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

D ATA ANALYSIS Hatton & Smith’s (1995) Levels of Reflection Descriptive Dialogic Critical Contextualized

R ESULTS 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

F UTURE A PPLICATIONS 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

C ONTACT I NFORMATION Emily Yitna