1 Classroom video in pre-service teacher training Kathy HarrisCasey Keck

2 Overview of our presentation Why use classroom video in teacher training? Multimedia Adult English Learner Corpus Teacher training applications Classroom observation Lesson plan design Understanding student participation in classroom tasks Conclusion and next steps

3 Why classroom video? To provide pre-service teachers with opportunities to view “live” ESL classroom interaction. To allow discussions of TESOL theory, research, and methodology to be situated within actual teaching and learning contexts. To help pre-service teachers see students in classrooms, rather than just teachers. To help students develop the ability to describe and interpret, rather than simply evaluate, what they see in the classroom.

The Lab School: A National Labsite for Adult ESOL Grant R309B6002 from the Institute for Education Science, U.S. Dept. of Education, to the National Center for the Study of Adult Learning and Literacy

5 Multimedia Adult English Learner Corpus (MAELC) Adult ESOL Lab School at Portland State University large corpus of video-recorded classroom interaction recorded (4000 hours) adult learners of English, local community college integrated- skills classes collaboration between local university and local community college satellite site for ESL classes at the university setting almost 700 students participated in the lab school during those 4 years

6 Our experience with video PSU & SFSU MA TESL Programs Pre-service & In-service teachers Variety of professional goals and experiences Collaborative design of teacher-training activities that involve repeated, shared viewing of ESL classroom video data.

7 Three areas of focus: Classroom observation Lesson plan design Understanding student participation in classroom tasks

8 Classroom Observation: Learning how to “see” classrooms Purpose To provide an opportunity for pre-service teachers to watch ESOL students through repeated, shared viewing To help pre-service teachers identify when they are being evaluative and help them move toward description To help pre-service ESOL teachers identify the strategies that the students are using to make meaning

9 Classroom observation assignment Procedures, Session 1 Watch the clip once with the focal question “What did I see?” Individual free-write, 5 minutes Whole class discussion View clip again “What new things did I see?” Pair discussion Whole group discussion of description, reframe all evaluation into description Homework: assign each student a topic to focus on for individual media viewing

10 Classroom observation assignment Topics Topic 1:Engagement Topic 2:Teacher Topic 3:Students Topic 4:Problems/strategies

11 Classroom observation assignment Procedures, Session 2 Jigsaw Activity 15 minutes—get into groups that all have the SAME topic questions Share your descriptions (what you saw) 15 minutes—get into groups of 1 person per topic question (groups of 4 people) Each share your description, based on your topic questions 15 minutes—whole class Each group share one or two of the things that you discussed Opportunity to ask questions Homework: A two-page synthesis of your insights gained from repeated observations, individual reflections, and classroom discussions

12 Lesson plan design Purpose To help students to identify the major components of a lesson as it unfolds. To help students understand how lesson components work together to accomplish lesson goals & objectives. To raise students’ awareness of considering student needs, experiences, and engagement when making lesson plan design choices.

13 Lesson plan design Procedures Brief discussion of course reading on lesson plan design - What questions do you have? Introduction to the teaching context of the classroom video Video viewing - one component at a time Warm-up First activity (whole class) Second activity (pair work)

14 Lesson plan design Procedures Students watch one component and take notes on the procedures. As a class, we discuss what we saw and write procedures on the board, including: Use of the board, overhead, handouts Techniques for giving instructions Use of repetition Time devoted to the activity We then discuss what we think is the purpose behind the activity.

15 Lesson plan design Procedures Lesson Plan Template Overall goal(s) of lesson: Terminal lesson objectives: Enabling objectives: Materials and Equipment:

16 Lesson plan design Procedures Lesson Plan Template Warm-up Activity: (start & end time) Purpose: Procedures: Activity 1:(start & end time) Purpose: Procedures:

17 Lesson plan design Procedures Context for the video clips  Beginner/High Beginner Community College ESL  One month into the semester  Lesson focus: How often do you _________? Questions and responses

18 Lesson plan design Procedures Example notes Activity 1: Textbook activity, whole class (15 min) Procedures: 1. Show the “How often do you” activity on the overhead. Make sure Ss have their books open to this activity. 2. Show Ss that they will start each question with “How often do you” and then will finish the question by saying what is shown in the picture. For example, if the picture shows people dancing, they will say “How often do you go dancing?”

19 Lesson plan design Procedures Example notes Activity 1: Textbook activity, whole class (15 min) Purpose: To model how to do the “How often do you” activity, so that students can eventually work together in pairs To give Ss more opportunities to both ask and respond to “how often” questions To give students my feedback on their use of “how often” questions and responses

20 Lesson plan design Procedures Example notes Overall Goal: To review and provide extensive practice with“How often do you” questions and responses Terminal lesson objective: Students will be able to both ask and respond to a variety of “how often do you” questions.

21 Lesson plan design Procedures Example notes Enabling objectives: Students will hear, and have opportunities to produce, several examples of “How often do you” questions Students will hear, and have opportunities to produce, a common set of “how often” responses. Students will receive feedback from the teacher on their use of “how often” questions and responses. Students will receive feedback from their classmates on their use of “how often” questions and responses.

22 Understanding student participation in classroom tasks Purpose To focus on students in a way that is difficult in classrooms To view video repeatedly, which allows for analysis of student language To connect classroom language to potential second language acquisition To see that student pairs enact the same activity somewhat differently To identify students as agents in their own learning

23 Understanding student participation in classroom tasks Procedures Introduce the value of pair activities and student interaction Watch video clip on Chyou and Domingo-excited Watch again, but with transcript in hand Teacher model the activity by describing what she saw, answer these questions: What kind of interactions did the students have? What was the focus of their negotiation? What strategies did they use? What learning may have taken place? Discuss as a class

24 Understanding student participation in classroom tasks Procedures Watch the second clip on Jin and Zoya- excited Watch again, transcript in hand In small groups the students describe what they saw, answering the same questions Discuss in the large group

25 Understanding student participation in classroom tasks Procedures Last, show two more clips of two student pairs doing the same activity Chyou and Domingo-nervous Jin and Zoya-nervous The students go through the same process this time focus on the ways in which the two pairs enact the pair activity in similar ways different ways Large group discussion Homework: write up the answers to the questions, may view video at home

26 Why use classroom video? Using classroom video has helped our teacher trainees to see language students, not just teachers. In the classroom When designing lessons and curricula Using classroom video has also helped us to see teacher training in a new way. When explaining concepts, theories, methodologies When carrying out teacher-training activities

27 Thank you for your time today Kathy Harris Casey Keck For links to our teaching materials, links to video clips, and our references, go to:

28 References Garland, J. N. (2002). Co-Construction of language and activity in low-level ESL Pair interactions. Unpublished MA Thesis, Portland State University, Portland, Oregon. Harris, K. A. (2005). Same activity, different focus. Focus On Basics: Connecting Research and Practice, 8(A). Kumaravadivelu, B. (2003). Chapter 5: Facilitation negotiated interaction. In Beyond Methods: Macrostrategies for Language Teaching. New Haven, CT: Yale University Press. Reder, S., Harris, K., & Setzler, K. (2003). The Multimedia Adult ESL Learner Corpus. TESOL Quarterly, 37(3),