Harness the power of video to promote reflective practice and teacher growth Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes  • guidance on how to get started and how to engage in nonjudgmental and descriptive analysis  • scaffolding to counter anxiety and resistance, and to cultivate a growth mindset.  • chapters on specific contexts including developmental, evaluative, and problems of practice.  • guidance for observation in specific grade bands and for specific student populations.  • templates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions. Drawing on broad evidence of the impact of video on teaching, this is the guide for maximizing this powerful form of professional learning.

Creating a Video Library of Teaching

Creating a Video Library of Teaching

What a school thinks about its library is a measure of what it feels about education.

—Harold Howe (1967)

Chapter Objectives

  • To emphasize the importance of developing a personal, professional video library of teaching and the selection of video materials
  • To suggest three routes to creating a video library of teaching: creating, cultivating, and curating
  • To provide approaches to housing and storing a video library for optimum usability

An infinite variety of learning activities, professional dialogues, and tasks can be designed using video records of teaching as a material. Finding just the right video, however, can be really challenging and time-consuming. In Chapter 4, some of the limitations of video resources that are freely available online were described, ...

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