The Power of the Familiar Stranger: The Impact of Video as Data

The self
is not something ready-made, but something in continuous formation through choice of action. ~John Dewey
References
Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher Gordon.

Hamilton, E. (2012). Video as a metaphorical eye: Images of positionality, pedagogy, and practice. College Teaching, 60, 10-16.

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Thousand Oaks, CA: Corwin Press.

Neall, M., & Wilder, D. (2014). The power of video in reflective conversations. In G. Grift (ed) Transformative talk: Cognitive coaches share their stories (pp. 111-125). Moorabbin, Victoria: Hawker Brownlow Publishing.

Rosaen, C., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 594, 347-360.

Schon, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco, CA: Jossey-Bass.

Tripp, T. & Rich, P. (2012). The influence of video analysis on the process of teacher change. Teaching & Teacher Education, 39, 728-739.
If . . . Then . . .
Groups:
Share your thinking and ways you can support one another.
Individually:
If I remember to . . .
Then I'll be able to . . .
Complete the prompt:
Video is Data
Video recorders have the potential to be a disruptive technology (Knight, 2014).

Video recorders allow observers to capture extensive and nuanced data efficiently.

Videos recordings are unfiltered
representations of the "real" world.



Sue Danielson, Principal Rosa Parks Elementary School
Read and Say Something
Read first paragraph, silently and simultaneously.
When finished reading, say something in response to what you read.
Continue the process with the other paragraphs.
Providing Feedback
Agenda
Welcome & Introductions
Research, Reflection & Feedback
Connecting to the
Coaching Process
Personal Reflections


Five Forms of Feedback
Reflective Questioning
Non-Judgmental Data
Inferences, Causality, and Interpretations
Personal Opinions and Preferences
Evaluations and Judgments
Costa & Garmston, 2013


Defining Reflection
Reflection-in-action
Occurs in the moment
Immediate response
Uses in-process data
Reflection-on-action
Occurs after the fact
Looking back
Uses summative data

Schon, 1987
Research Synthesis
As a group, write a sentence (or two) synthesizing the you've made from the quotes. Write the sentence on the chart paper using a dark color.

Research Synthesis
As a group, write a sentence (or two) synthesizing the discussions you had at the posters. Write the sentence on the chart paper using a dark color.

Be prepared to share your statement with the large group.
Research Connections

ROUND 2
Move to the poster that corresponds with your second number.
Discuss the research quote and what it means to you, make connections to the previous poster. Record your thoughts on the notecard.
On the signal, return to your home table.

Planning Conversation
Event (observation)
Reflecting Conversation
The Coaching Cycle
Costa & Garmston, 2002
The Reflective Conversation
Summarize Impressions & Recall Details
(provide data)
Analyze Causal Factors

Construct New Learning

Commit to Application

Reflect on the Process

Engaging Teachers
Initial contacts clearly conveyed the message that the observations were not evaluative.

Reinforced the notion that we were there as a support.

Teachers determined the focus of data collection.

Impact on Thinking
Affective Responses
Although somewhat stressful, no teachers viewed video as negative.
The information was powerful, affirming, & revealing.
Teachers behaved in ways that suggested the inclusion of video in the coaching process amplified feelings of trust.

On Coaching
The coach plays an important role in processing the data and focusing the analysis.
Reinforced the power of coaching in fostering growth.


Sage, 5nd Grade Teacher Rosa Parks Elementary School
Why is it Powerful?
Recalling the internal data begins the process of reflection-on-action.


Viewing the video allows the coachee
to relive the experience and approximate
reflection-in-action.


The convergence of in-action and on-action reflection creates an opportunity for powerful learning.


Neall & Wilder, 2014
Putting it into Practice
As "big data" video recordings require coaches to be flexible.

The "unbiased" nature of video can be a temptation to the "fixer" identity.

Video clips can be easily taken out of context; develop a data collection plan to mitigate this risk.

Adding video to the formal reflecting conversation can add additional time to the process.



Gretchen, 2nd Grade Teacher Rosa Parks Elementary School
Impact on Thinking
Professional Practices
Teachers connected instructional practices with student outcomes.
Teachers identified areas of strength and areas for growth.


Student-Performance
Teachers shifted focus between individual and group performance.
Teachers identified specific pieces of data with regard to student learning.



Agenda
Welcome & Introductions
Research, Reflection & Feedback
Connecting to the
Coaching Process
Personal Reflections


Documenting the Conversation
Phase I
Recall internal data
Turn over external data

Phase II
Analyze internal and external data

Phase III
Extract meaning
Connect to practice

What are some of the comparisons you can make between the observation documentation and the phases of the reflecting conversation?
The Conversation
The reflecting conversation typically occurred shortly after the video was captured.

Video was NOT watched in advance of the conversation. The coachee developed meaning during the conversation.

The video belonged to the coachee and therefore the coachee determined where to focus.
Observing & Capturing Video
Teachers were provided with the opportunity to change the requested data.

We only captured the data requested by the teachers.

Areas of focus tended to be:
The teacher's actions
Student responses to instructional delivery
Student interactions with each other
Research Connections
Number off 1,2…
Sit as designated table.
ROUND 1
Read each research quote and identify the key points.
Record the common themes and patterns for all quotes on the chart paper.
Designate one person to share with the larger group when directed.


What does it mean to be reflective?

In what ways can you tell when someone is being reflective?
Agenda
Welcome & Introductions
Research, Reflection & Feedback
Connecting to the
Coaching Process
Personal Reflection


Our Wonderings
What are the characteristics of video clips that best serve the teachers?

In what ways might the lesson format influence the collection of video clips?

What are the implications of video as data in navigating between maps and support functions?





The Power of the Familiar Stranger
The Impact of Video as Data


Donna Wilder
Administrative Coordinator
Office of Professional Learning

Tim Neall, Ph.D.
Professional Development Specialist
Office of Professional Learning
Finding Common Ground

Find at least 3 beliefs that your entire group has in common about teaching and learning.

Choose 1 common belief to share with
the large group.

Research Connections
Form Groups of 5
Each group member selects two numbers from 1-10 (no repeats).

ROUND 1
Move to the poster that corresponds with your first number.
Discuss the research quote and what it means to you.
Record your thoughts on your notecard.


This we believe…
…in continual growth and renewal through reflection.

…in the power of relationships to improve practice.

…in the capacity of others to own their learning.

…in the transformative potential of dialogue.


Outcomes
Describe how video recordings can be used as feedback,

Become more aware of research that supports using video as data;

Construct a vision for incorporating video into coaching conversations.

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Video and preservation of relationship
Timing/Context
What must be done?
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What questions might you have?
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Handout: Providing Data
What questions might you have about feedback?
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WHAT: the regions of the reflecting conversation
WHY: important to learn and internalize this conversation structure
REMINDER--DID this ON DAY 2
As a coach, to support a teacher's thinking
...consider a natural cycle

1st--planning conversation
2nd--observe event / collect data
3rd--reflecting conversation

Planning - clinical pre-conference
Reflecting - clinical post-conference

Teachers have a PLANNING period, but no REFLECTING period.
NOTE - you can support thinking in any of 3 without the others in the cycle!
Can enter / exit cycle at any point


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What connections are you making?
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Knight calls video a disruptive technology because it has the potential to "upend" current practices.
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Q1 Indep Think
Q2 Group Think
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In what ways does what you have heard connect with the research themes you heard earlier?
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Elbow Partner: Explain to your elbow partner the difference between the two.
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What stood out for you in this video?
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