Observing classrooms using technology
Download
1 / 14

Observing Classrooms Using Technology - PowerPoint PPT Presentation


  • 116 Views
  • Updated On :

Observing Classrooms Using Technology. Heather C. Hill Harvard Graduate School of Education. Why use technology to capture classroom instruction?. Define “technology”… 1970s, Cooley and Leinhardt videotaped classrooms for the Instructional Dimensions Study

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Observing Classrooms Using Technology' - timothy


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Observing classrooms using technology l.jpg

Observing Classrooms Using Technology

Heather C. Hill

Harvard Graduate School of Education


Why use technology to capture classroom instruction l.jpg
Why use technology to capture classroom instruction?

  • Define “technology”…

    • 1970s, Cooley and Leinhardt videotaped classrooms for the Instructional Dimensions Study

    • Since then, many uses of recorded classroom observations to enrich / enlighten

      • Deborah Loewenberg Ball / Magdalene Lampert’s self-study of mathematics teaching

      • TIMSS video study (Stigler and Hiebert)

      • Video clubs (Sherin and colleagues); direct feedback on teaching (CLASS My Teaching Partner)


Advantages of technology 2010 l.jpg
Advantages of technology (2010)

  • To understand instruction:

    • International comparisons

    • “Local” comparisons

    • Re-watching enables fine-grained analysis of what occurs in math classrooms


Unpacking instruction l.jpg
Unpacking instruction

  • Graciano

    • 8th grade

    • Students are supposed to find and interpret the slope of the line

    • Going over homework

    • Problem: Phone company charges $0.25 per minute. Graphthe cost per minute, find the slope of the line

  • Question: What do you “see” upon watching the tape once? What would you want to know if you saw it again?



Graciano6 l.jpg
Graciano

  • What did you see?

  • Do you want to see it again?


Advantages of technology 20107 l.jpg
Advantages of technology (2010)

  • To understand:

    • International comparisons

    • “Local” comparisons

    • Re-watching enables fine-grained analysis of what occurs in math classrooms

  • To improve:

    • Take teachers “out of the moment” to reflect on their own teaching

    • Provide direct feedback to teachers for improvement

  • Major advantage: “Objective”


Advantages of technology 2011 l.jpg
Advantages of technology: 2011?

  • To monitor, evaluate and reward?

    • Existing system of teacher evaluation is very, very broken

      • Most evaluations not done by content experts

      • Most teachers get positive evaluations (97% in Boston and LA)

      • Anecdotal evidence that many principals do not even observe teachers, or observe for very long

    • Yet we know from our studies and others that mathematics instruction in the U.S. is of variable quality

      • Some very, very poor


Advantages of technology 20119 l.jpg
Advantages of technology: 2011?

  • Proposal: Use technology to monitor performance of beginning teachers of mathematics

    • Use information to…

      • Counsel some out of teaching, or teaching mathematics

      • Funnel teachers to professional development specifically targeted to weaknesses

      • Identify outstanding teachers for leadership/specialist positions


Challenges to this vision l.jpg
Challenges to this vision

  • Need a cheap but high-quality way to capture teaching

    • Graciano lesson: $800

    • To scale this proposal, need captures at about $150/lesson

    • Need good-quality audio, also board capture

  • Need capacity to handle/process video

    • As it comes in

    • As it is coded by objective raters (capacity)

  • Need “wrap-around” data (teacher interviews, artifacts such as textbook materials)


Challenges to this vision11 l.jpg
Challenges to this vision

  • Need studies that show what video cannot capture

    • What does live observation afford that videotape does not?

    • Are we penalizing some teachers unfairly?

  • Instruments (!)

    • MQI, CLASS, PLATO, need others….

      • Generalizability studies to determine teacher reliability, number of lessons required, best rater configurations…

  • Implementation

    • How do you use this with real teachers, real principals, real HR departments?


The capacity to support 2010 l.jpg
The Capacity to Support… (2010)

  • Lots of research projects experimenting with “homemade” solutions (Flips, laptops, iPhones)

  • Companies like thereNow, Teachscape have made inroads into cheap, remote


Trying this at home issues l.jpg
Trying this at home…issues

  • Operator vs. no operator camera

    • Former gives you much more flexibility, but is more expensive

  • Level of video detail required for the type of information you wish to gather

    • Do you need penstroke board capture? Do you need shots of student reactions? Just the teacher?

  • One vs. two camera solutions

  • The Make or Break: Audio


Conclusions l.jpg
Conclusions

  • Is this technology’s time?

    • Certainly for small- & moderate-scale research projects, professional development

    • For evaluation? Hard to tell

      • History of reforms being “eaten by the system”

      • But strong need for better identification and accountability


ad