PLO 1: Structured Video Analysis
Submitting Authors: Patterson, D., Driver, M. K., Zimmer, K., & Wetherington, P. (2019).
Description of this activity: In this practice-based learning opportunity (PLO), we provide an example of how structured video analysis is used to develop knowledge about and successful implementation of HLP #16: Explicit Instruction (EI). In this activity, candidates are presented with the components of EI and have the opportunity to observe it virtually in action and analyze it. This activity addresses the first stage (“Introducing and Learning About the Activity”) of the Learning Enactment Cycle described by McDonald and colleagues (2013). As candidates are watching the video, they are cued to stop at various points and reflect on aspects of EI as well as analyze their own practice. This final stage falls under the fourth stage of McDonald’s Learning and Enactment Cycle.
Context: This activity could be appropriate throughout the teacher preparation process, but the questions may need to be adapted depending on the opportunities candidates have or have had to observe teaching or teach students. For candidates in the early stages of a teacher preparation program, it could be used in any course focused on developing candidates’ knowledge about teaching instructional strategies before participating in a field experience. In this case, the questions may need to be adjusted to focus on observations of instruction. For candidates further along in the program, this PLO could also be used as a component of remediation, skill building, or refinement of practice. It could also be used to analyze one’s own practice. The PLO can be used individually or in a group setting, online or in-person, and with pre-service as well as in-service teachers. Candidates must be proficient in their understanding of EI for this tool to be most useful.
Step 3: View and Analyze Video
Step 3.1 Implementation guidance needed to use practice
Candidate will view video (independently, whole group, or in small groups) while stopping at indicated time stamps (see protocol) to respond
Step 3.2 Materials/Resources needed to implement
Structured Observation Protocol With Questions: (See Resource C)
Step 3.3 Questions other faculty/PD providers might have when implementing this practice
How will this look in an asynchronous online setting?
In an asynchronous setting, candidates will view and analyze the video independently and return their written analysis to the instructor. They can also participate in an online chat about their analysis.
Resources
- Resource A: Chapter 1: Exploring the Foundations of Explicit Instruction from Archer, A., & Hughes, C. (2011). Effective Instruction: Effective and efficient learning. New York: Guilford Press.
- Resource B: High Leverage Practice #16 page (Explicit Instruction) from www.highleveragepractices.org provides information including the video text for resource the Structured Observation Protocol.
- Resource C: Facilitation Guide
