Literature Review
Here's my Literature Review for my 5305 Lamar class. Please let me know what you think!
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Compile a literature review that supports your innovation plan and that will help you share what you have learned with your colleagues and community. You will want to have a minimum of 12-15 citations.
Using Video to Impact Instruction
A Review of the Literature
Robert Bracken
Lamar University
INTRODUCTION
“There are many advocates using video to improve teaching and learning. Jim Knight combines the rationale and strategies to compel us to take action.” - Stephanie Hirsh, Executive Director Learning Forward
With that I was off learning how my job as a Video Production Specialist can help me impact my job, Klein ISD, as a whole. I can swoop in and press record and send them the file a day later. Or, I could come up with an innovation plan where teachers can use easy-to-use tools to enhance their learning. One of the simplest ideas to using video to enhance learning is by videotaping yourself. Using a successful tutoring program, Strategic Tutoring (Hock, Schumaker, & Deshler, 2001) trains tutors to ensure student learning. This review will not explore
DEFINITIONS
The power of video was recognized by Jim Knight (Bradley et al., 2013) when his team of instructional coaches could use video with teachers to gather data and monitor progress. The first power of video is how cheap it is. Best Buy or your smartphone is a wonderful way to get your hands on a high definition video camera. Usually the video and the sound will be crisp and can be rewatched. The second power of video is its digital nature. When you record a file it’s already ready to watch, and you can transfer the file with no loss of quality. Harvard Researcher Clayton M. Christensen (1997) said that disruptive technologies usually start out as poor-quality innovations; but over time, they become so powerful and easy to use that they upend entire fields.
DEVELOPING SKILLS
Overview how video can be used. When it comes to deciding what to tape, become more strategic. Videotaping a 6 hour class can be helpful but it’s ok to narrow your focus of improvement. Sharon Thomas is a teacher selected by the Corwin Book company as a teacher they wanted to follow. She laid out her vision for developing skills to be more successful. Ms. Thomas’ goal was to identify problems, then create steps to deal with that problem, then videotape again and just focus on what she was trying to improve. Once you’re in the habit, you identify things you want to go back and look at. Ms. Thomas subconsciously realized that she was talking too much, having a video camera set-up allowed her to go back and confirm or deny that suspicion.
Become more strategic
Become more self conscious
VIDEO STRATEGIES
The EdTechTeacher website says that video helps students and teachers. From watching videos, to producing videos
SEEING INSTRUCTION FROM THEIR PERSPECTIVE
Author Jim Knight interviewed over a dozen professional teachers and he learned that videotaping instruction helps the professional get a clear picture of how they present themselves. One research done by Prochaska (1994) and his colleagues concluded that the first state of change is seeing the problem. Prochaska writes, “It isn’t that teachers can’t see the solutions. It is that they can’t see the problem.” And video taping teachers allows them to see their own body language, and also to see from another perspective which students are engaged and which aren’t. When Knight would show videos of lessons to teachers they would say they didn’t recognize their classrooms.
LEADING A HORSE TO WATER
This book doesn’t use the analogy of “You can lead a horse to water but you can’t make them drink.” But this book and its research does explore what it would take for a teacher to be a vital part of authentic professional learning that makes an impact. If a teacher is in a authentic environment then they are more likely to allow themselves to be videotaped. Knight (2011) writes in another one of his books that Autonomy involves three elements: choice, thinking, and status. Giving teachers choices allows them to pick the model that works for them. Knight says we should encourage reflective educators who think. Thomas Davenport (2015) says workers who are experts in their field take offense when someone rides roughshod over their intellectual territory. The last point is Status. Schein (2009) says that teachers, like anyone else, disengage from conversations when they perceive they are not getting the status they deserve. Giving teachers meaningful autonomy is one way which leaders can give teachers the status they deserve.
TRUST
That leads into how you can get a teacher to agree to be videotaped. Knight talked to a couple of instructional coaches and observed that if a teacher doesn’t agree to be videotaped, then maybe the issue isn’t the video, maybe the issue is trust. Amy Edmondson (2012) writes that people need to feel psychologically safe in order to be productive and learn. “Interpersonal fear frequently gives rise to poor decisions and incomplete execution.”
WALK THE TALK
Jim Knight offers this example for engagement from Coaching expert Steve Barkley. Barkley suggest an innovative way for principals to encourage other to watch video recordings of themselves. When a principal records themselves it sends a message that they’re one of the team. We all rise together. An added benefit is if a principal tells their staff that she is going to show them a lesson and be coached, those in the room will want to see what happens. Barkley says “You might have a group that loves to leave early, but they’ll stay to watch that.”
KEEPING UP WITH THE JONES’
Author Peter DeWitt (2015) said the State of New York said that all teachers were required to videotape themselves to be certified. Peter thinks that no one saw the tape. He says that there was nothing enhancing about the process and it was more about compliance. When Peter actually thought about what could be good about videotaping instruction he found these wonderful ideas. Do I talk too much? Do I interact with my students? Is my memory just Confirmation Bias? Focus on the instruction, not appearance. Create a cycle of improvement.
QUALITY FEEDBACK
Author Dr. Shawn Clark devotes a whole chapter to using video to improve instruction. He wants his readers to grab a video camera and film students learning. In his book he provides a bit of context to where it came from. Mostly he ties together quality feedback and the use of videotaping the classroom. He argues that videotaping the classroom isn’t about discipline, but about getting better. Like a tennis player. A tennis player would rather have a video camera for if the ball is in the lines, but Clark says it’s better to use a video camera to improve technique. One last point is the benefits of using a video camera is the digital file can be handed to other coaches who can review and make recommendations.
BACK IN TIME
I found a wonderful article from 1971 from Robert Roush that has research about using a videotape recorder in Teacher Education. He points to when some teachers used audio devices. He found that teachers who appraised their classroom on video saw evidence of greater growth in classroom behavior than those who did not see themselves. In all he used 19 references to the benefit of using video in the classroom. He used references from 1964 to 1969. From that time period he brought up articles from the University of Texas, Stanford, Temple, Ohio State, University of Houston, and other respected teachers of the time.
SELF-ANALYSIS
James Arnold (1991) found that using videotape for self-analysis is helpful if it involves incorporating the ideas of what was learned and its methods. He points to the stats that high approval rates have been linked to on-task student behavior. To be most effective, teacher approval should be very specific and immediate.
And Jayne Alley (1980) found that one-to-one feedback may prove less efficient use of faculty time than student self-analysis of videotapes.
CONCLUSIONS
Borrowing from Rouch (1971) he says that there has been some degree of success. When the results aren’t big and obvious he speculates the contributing factors are more with inadequate research designs, lack of creativity, or the limits of measuring soft skills. He says back in the 60s was the early days of the experimentation of videotaping instruction and he is looking forward to where these new learning laboratories go.
REFERENCES
Hock, M., Schumaker, J., & Deshler, D.D. (2001) The case for strategic tutoring. Educational Leadership, 58(7), 50-52
Bradley, B., Knight, J., Harvey, S., Hock, M., Knight, D., Skrtic, T., Brasseur Hock, I., & Deshler, D.D. (2013) Improving instructional coaching to support middle school teachers in the United States. In T. Plomp & N. Nieveen (Eds.), Educational design research - Part B: Introduction and illustrative cases (pp. 299-318). Enschede, the Netherlands: SLO. http://international.slo.nl/publications/edr/contents/c15/
Video 2.1 An Overview of How Video Can Be Used. (n.d.). Retrieved from https://studysites.corwin.com/focusonteaching/chapter.htm
Prochaska, J. O., Norcross, J.C., & DiClemente, C.C. (1994). Changing for good: A revolutionary six-stage program for overcoming bad habits and moving your life positively forward. New York, NY: Avon Books.
Davenport, T.H. (2005) Thinking for a living: How to get better performance and results from knowledge workers. Boston, MA: Harvard Business School.
Schein, E.H. (2009). Helping: How to offer, give, and receive help. San Francisco, CA: Berrett-Koehler.
Edmondson, A. (2012). Teaming: How organizations learn, innovate, and compete in the knowledge economy. San Francisco, CA: Jossey Bass.
Barkley, S.G. (2010). Quality teaching in a culture of coaching. Lanham, MD: Rowman & Littlefield.
DeWitt, P. (2015, August 24). 3 Reasons Why Teachers Should Film Themselves Teaching. Retrieved October 12, 2016, from http://blogs.edweek.org/edweek/finding_common_ground/2015/08/3_reasons_why_teachers_should_video_themselves_teaching.html
Clark, S. B., & Duggins, A. S. (2015). Using quality feedback to guide professional learning: A framework for instructional leaders. Corwin.
Roush, R. (1971, May). Research Using the Videotape Recorder in Teacher Education. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197105_roush.pdf
Arnold, J. (1991, Fall). Using Videotape Self-Analysis to Improve Teaching During Rehearsals. doi:10.1177/875512339101000103
Alley, J. (1980). The Effect of Self-Analysis of Videotapes on Selected Competencies of Music Therapy Majors. Retrieved October 12, 2016, from http://jmt.oxfordjournals.org/content/17/3/113.abstract
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