Integration of Video-Modules in PST Curricula- Production of informed teachers

1. Integration of Video-Modules in PST Curricula- Production of informed teachers By- Nirmal Ghimire

2. Teacher Education • Knowledge of subject specific content • Knowledge of effective teaching strategies • Knowledge of new technology and proper way of using them in their classroom Teacher Education Knowledge of Content + = A Successful Teacher Knowledge of Technology Knowledge of Pedagogy +

3. History • During 1960s a group of pioneering teacher educators at Stanford University began an experimental use of new technology, video tape recording. • Roughly at the same time, teacher educators developed a process called micro-teaching • The trend of video-taping certain teaching strategies developed especially to allow the Pre-service teachers to provide an opportunity to observe theory in practice • Many Pre-service teacher programs embed this technology in their curricula

4. Why Use Video in Teacher Education Curricula? • Foster pre-service teachers’ knowledge application • Develop analysis skills • Evidence based-practices • Encourage productive reflection • Encourage to use technology in future classroom

5. Evaluating Video Models of Evidence Based Instructional Practices to Enhance Teacher Learning- by Deiker et. al. (2009) • Background: A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three video models, created at three university sites (University of Florida, University of Central Florida, and University of South Florida) demonstrated exemplary implementation of specific, evidence-based strategies in reading, math, and science. \ The UF Team (Reading): • Participants: 23 PSTs (22 females, 1 male) – Video group (12 participants); Non-video Group (11 participants) • Procedure: Participants wrote a description of the Text Talk Strategy before receiving any instruction. Both groups then, received traditional lecture-style instruction about teaching strategy and were randomly assigned to one of the two groups. • Video Groups: Viewed the video model • Non-video Group: read the detailed description of same lesion that included a verbatim transcript of video-taped lesion dialogue • They wrote a description on the same subject after receiving instruction • Finding: Post assessment yielded evidence of far better understanding from both groups. Video groups showed the evidence that they remembered more details about strategy then non-video groups. The USF Team (Mathematics): • Participants: 22 PSTs in single intact mathematics course ; all females and White • Procedure: Taught together: Brief introduction followed by a PowerPoint presentation with class discussion, including handouts that further illustrated important aspects of the strategy • Participants were then Randomly selected to video (n= 12) or non-video (n= 10) groups. • Video groups watched the video and discussed what they saw • Non-video group read a lesson plan that illustrated the Dynamic Assessment strategy and discussed • Students responded to a questionnaire about the strategy before and after instruction. • Finding: Both groups scored better in post test but Video group demonstrated greater overall gains from pretest compared to non video groups.

6. UCF Team (Science) • Participants: 11 PSTs (2-Black, 9-White) • Procedure: • A science education professor provided a 1-hour lecture on the 5E Learning Cycle • They completed a pre-intervention assessment of their knowledge of 5E Learning Cycle based on traditional lecture • Video group watched the video • Non-video group read detailed written description of the same lesson • All participants completed post-intervention assessment. • Finding: Video group demonstrated slightly better gains than non-video group • Overall conclusion • Systematic video development method will lead to video models that accurately capture the essential instructional features. • Web-based video models and their inclusion in teacher education has produced some promising results. • a. Video models enhanced learning of both prospective and practicing teachers across three university sites

7. Using video to teach future teachers to learn from teaching – by Santagata and Guarino (2011) • Aimed to test PSTs ability to analyze teaching who attended video based classroom: a. to attend to important elements of teaching, b. to reason about teaching in ways that generate knowledge for improvement, and c. to propose alternative instructional strategies • N=30 (3 dropped during the course of the study): registered for ‘Learning to Learn from Mathematics Teaching’ course; study place- US • Participants watched multiple authentic video clips from ‘Integrating Mathematics and Pedagogy’ by Philipp and Cabral (2005) related to fraction including other classroom videos and pre-service teachers’ videos • The participants had to watch the video and write an analysis of it addressing aforementioned criteria before and on completion of the course. • Findings: • Quality of Description: The quality of description of PSTs did not change over time. • PSTs ability to describe the teacher and students’ actions improved significantly over time. • b. PSTs ability to comment and reason about teaching improved significantly. • c. The PSTs ability to propose alternative teaching improved significantly over time • Overall conclusion: Video-based activities supported PSTs learning to reason about teaching in an integrated way by considering the impact of the teachers’ decision on student learning. Instructional strategies for using video in teacher education - by Seidel et. al. (2013) • Developed 2 video-based modules: a. rule-example classroom, and b. example-rule classroom, implemented in PST classroom in Germany for 3-months. • N= 54 (males-28, females-28) : were randomly assigned to one of the two instructional strategies, and they were tested against the full cohort that included (632 students) • Prior knowledge was assessed using 16-item-multiple-choice test. It showed that the participants were not familiar with this kind of teaching strategies. • Shared element in both strategies: Time, Teacher, Content, Video Clips, Course Structure • Rule-example (learners were provided with as much information and guidance as possible) : instructor presented knowledge about specific component; explained the content, provided definition, referred to empirical findings; provided supportive information with regard to general skills in observing video clips; instructor modeled how observed behavior could be described; analysis followed multiple times among students, student teacher; students were told to watch other similar videos • Example-rule (learners started with higher level of complexity and guidance was indirect): video clips were presented first; rules are derived by participants and their discussion, conceptual knowledge is acquired in cooperative setting; explicit information about teaching and learning component is not present at any time, ambiguous, perspectives are allowed, multiple perspectives applied • Finding: 1. Rule-example model promoted the acquisition of factual knowledge. 2. The rule-example group were better able to apply their knowledge to evaluate videos, and 3. the rule-example strategy is better suited to fostering the initial acquisition of factual knowledge and its application in terms of concepts/schema-like knowledge in authentic classroom situation.

8. Pre-Service Teachers Use E-Learning Technologies to Enhance Their Learning – by Smith and Greene (2013) • Setting: Large public university in the Southeastern United States. • Participants: 27- PSTs (100 % female) elementary education major; 18-22 years of age • Beside regular classes the participants spent 45 hours during the semester in the public school classroom teaching, observing, or assisting. • They video-taped their teaching and posted it on course website; they then viewed each other's clips and provided feed back. • Data collection: over five-month period • Data source: a. videotapes b. student reflection c. cooperating teacher feedback d. university instructor evaluation e. surveys and f. peer feedback • Findings: Mixed Result • Over 63% of the participants reported that video-clips improved their understanding • 78% reported that they liked video sharing feedback • 82% reported that they learned more about teaching by viewing their own and peers’ actual videos. Video cases and the development of meaning making in preservice teachers- by Copeland and Decker (1996) • Purpose: To test if the video-based case pedagogy is effective in teacher-education • Place of Study: United States • N=12; age- 23-36 years; Randomly selected from a pool of 60 students who took same course (Elementary Teacher Education Program) • They could work in groups of 3, to analyze a video case, discuss its implications and importance, and compose a written statement describing the group’s thought about video segment. • Data collection: Sessions were audio-video taped • Meaning interview: 3-weeks prior to Case Discussion Session, the participants were individually interviewed • Case Discussion Session: They watched video multiple times until they understood its content (authentic classroom teaching of grade 4-Directed Reading and Thinking Activity) • Second Meaning interview: 3-weeks after Case Discussion Session, the participants were interviewed again. • Adoption, change and creation of ideas which are salient to understanding teaching and learning in classrooms ought to be a central outcome of case-based pedagogy and that the data in this study offer a useful insight into the potential of the use of video-based cases for teacher education.

9. How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of video – by Blomberg et. al. (2011) Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections – by Ineson et. al. (2015) Investigation of Using Video Case Discussion in Teacher Education: Sources of Evidence of Mathematics Learning – by Osmanoglu and Koc

10. Conclusion • The use of video for educational purposes helps bring new and imaginative perspectives to almost any subject matter, as it encompasses the systematic and creative blending of product and idea technologies. (Masats and Dooley, 2011) • Videos can provide significant input to the overall development for future teachers. • Teachers educators can cover both theory and practice by using videos to serve double folded strategies: as a means for constructing knowledge and developing reflective skills; and as a tool for forming critical video consumer and producers. • Effectively integrating video in pre-service teacher education will likely yield a certain level of innovation in existing teacher education program. • Video can be a powerful technological tool for focusing preservice teacher education on practice.

11. References • Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for educational research online, 5(1), 90. • Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131-1140. • Copeland, W. D., & Decker, D. L. (1996). Video cases and the development of meaning making in preservice teachers. Teaching and Teacher Education, 12(5), 467-481. • Dieker, L. A., Lane, H. B., Allsopp, D. H., O'Brien, C., Butler, T. W., Kyger, M., ... & Fenty, N. S. (2009). Evaluating video models of evidence- based instructional practices to enhance teacher learning. Teacher Education and Special Education, 32(2), 180-196. • Ineson, G., Voutsina, C., Fielding, H., Barber, P., & Rowland, T. (2015). Deconstructing" Good Practice" Teaching Videos: An Analysis of Pre- Service Teachers' Reflections. Mathematics Teacher Education and Development, 17(2), 45-63. • Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151- 1162. • McCurry, D. S. (2000). Technology for Critical Pedagogy: Beyond Self-Reflection with Video. • Osmanoglu, A., Koc, Y., & Isiksal, M. (2013). Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning. Educational Sciences: Theory and Practice, 13(2), 1295-1303. • Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. Zdm, 43(1), 133-145. • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. • Smith, J. J., & Greene, H. C. (2013). Pre-service teachers use e-learning technologies to enhance their learning. Journal of Information Technology Education, 12(1), 121-140. • Towers, J. (2007). Using video in teacher education. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 33(2).