1. Dr Irene Bell (Mathematics and Numeracy) Dr John McCullagh (Science) Mr Fergal Corscadden (CELT Coordinator) Contact Person I.Bell@stran.ac.uk Presenters:

2.  Year 1 Students undertaking BEd(Post-primary) in Mathematics and Science  Science and Mathematics teacher mentors from Lumen Christi College, Derry (specialist science school)  Tutors from Stranmillis University College, Belfast http://bouncebackkids.org/wp-content/uploads/2008/10/participants.jpg

3.  Reflection and analysis of mentor videos  Video conference session  Pre-lesson discussion with mentor  Mentor observation and reflective discussion on their mentors teaching  Post-lesson discussion with mentors and peers  Collaborative Planning http://www.cov-elect.com/Project%20Outline%20image.jpg

4.  Mathematics subject application – students create a Video Paper structured on the parameters of ‘Better Mathematics’ 1 document in which they reflect on their teaching  Science subject application – students create a MLO (multi-media learning object) which includes The video of their teaching Student reflection on their teaching (in audio & transcript formats) Teacher mentor reflection on the student’s teaching (in audio format) College tutor reflection on the student’s teaching (in audio format)  Student’s teaching and ICT skills are not assessed in these courses. Assessment is on their ability to constructively analyse and reflect on their teaching. 1 ETI(2006) Better Mathematics: Evaluation and prompts for self-evaluation and improvement in post-primary schools.

5. Specialist School Engagement Day 2

6. Digital Video Recording :  Provides accurate evidence with which the teaching activity can be analysed  Student reflection has to be honest  Reflection on the process  Comparison of your performance  Comparison of your performance against set criteria Collins(2006) http://www.reelseo.com/wp-content/uploads/video-formats-codecs.png

7.  Students involved in collecting video action of each other and simultaneously reflecting on what they are observing.  Teacher mentors observed the student’s delivery against the lesson plan and recorded their own thoughts.  Post delivery feedback session. http://twistedphysics.typepad.com/cocktail_party_physics/images/2008/04/06/shermanpeabody1.jpg

8.  Video edited in pairs against benchmarks  Collaborative learning  Interaction and constructive group dynamic  Post immersion peer feedback http://rlv.zcache.com/still_looking_sensational_at_50_card-p137478755818224921qt1t_400.jpg

9.  Evidence of their teaching against their lesson plans  Evidence of their teaching against their benchmark statements  Provided comparative evidence against the comments of mentors, peers and tutors http://www.mediashack.eu/userfiles/image/clapper%20boardediting%5B1%5D.jpg

11.  Allows the integration of educational theory and academic research  Students told their story using a clarifying lens  Takes an incident intriguing to the student dismantles it and then reconstructs it  Reconsider an incident that would otherwise disappear  Quality of contemplation

12.  Multiple interpretations of the student’s teaching  Gave the student a sense of belonging to a wider profession  Student appraisal allowed the teacher mentors to revisit reflective frameworks  Comparison of handwritten notes against student selection for video

13.  Use of Flip cameras  Use of Windows Movie Maker  Use of Movavi Video Converter  Use of Video Paper  Use of the GLO maker to produce the MLO http://www.gw.utwente.nl/vandijk/courses/ict_society_policy/ict_society_policy.doc/ict_society_policy-1.jpg

14.  Teacher mentor lesson observations on lessons  Post-lesson notes from students  Video paper  Multi media learning objects  Student questionnaires  Focus group interviews http://www.gw.utwente.nl/vandijk/courses/ict_society_policy/ict_society_policy.doc/ict_society_policy-1.jpg

15.  The initial post lesson elation can skew the student’s reflective process.  Video allowed a more neutral environment for analysis  The development of VP or MLO increased the reflective element  Developing the transcript forces you to think about your teaching and how to explain your thinking  The exercise incorporated honesty which made the exercise more personally relevant  Video gives a general impression but the VP and MLO forces you to take reflection to the next stage  Increased confidence in their teaching ability http://coursetools.caret.cam.ac.uk/wp-content/uploads/2009/12/wordle-of-our-student-comments.jpg

16.  Success in delivery occurs when the work is fully aligned to the teaching aims and fully embedded within the module  Student learning takes place in a collaborative, supportive and interactive model  Group dynamics developed because peer analysis was present  Challenging work which succeeds because it has motivational relevance to the students. http://api.ning.com/files/TInGqKnkqmXXyX1ytL*jxzX3-g6ansVCO3FeLN5cd40ahYsYyWsz5vYlHGvd5B5wmN42CplITAl6sRpEuKr2C4OGWFq80oCO/dreamstime_1847331.jpg

17. Memory Based ReflectionVideo WatchingVideo Interaction Vague Time influenced Emotionally influenced Open to error Owner interpreted Passive engagement No insight into presenter’s thoughts Accurate Active engagement Neutral environment Open to multiple interpretations Accurate evidence Medium Irrelevant Reflection impact increases

18.  Students undertook a piece of action research in each subject area  Selected topics based on the findings of the VP and MLO  The action research was tracked using a video diary  Students submit video diary and relevant documentation http://www.ideachampions.com/weblogs/the_next_step.jpg

19.  Cogan-Drew, D.(2009) Video paper in context: case reports from the field. Technology, Pedagogy and Education. Vol 18:3, p299-313.  Collins, A. (2006) Cognitive Apprenticeship. (ed) sawyer, K. The Cambridge Handbook of the Learning Sciences. Cambridge University Press  Education and Training Inspectorate ETI (2006). Better Mathematics: Report of a survey. Monitoring and evaluation of mathematics in post-primary schools.: [online] www.etini.gov.uk/better_mathematics-3.pdf Accessed January 29 th 2010. www.etini.gov.uk/better_mathematics-3.pdf