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 4: Discuss
Step 4.1 Implementation guidance needed to use practice
Candidates will share their observations and responses to the protocol with peers or instructor (e.g., whole group, partner, instructor).
Step 4.2 Materials/Resources needed to implement
Structured Observation Protocol With Responses: (See Resource C)
Step 4.3 Questions other faculty/PD providers might have when implementing this practice
How will candidates debrief if completing the activity through an online or independent setting?
A post-discussion can be organized in a threaded discussion format. The protocol questions could be posted by the instructor with each candidate posting their responses and also responding to the posts of two other peers.
Instructors can pair students ahead of time, and after watching and responding to the protocol independently, the peers would meet in a virtual classroom to discuss their responses.
How does this class-based activity move to practical implementation?
After candidates can successfully identify the components of EI in an exemplar video, present them with a non-example. Ask candidates to identify the missing or incorrectly used component. Then, ask them to identify the EI component that should have been utilized and the impact it might have made on student learning.
While candidates are participating in a field experience, they can use a modified protocol to identify EI components in a mentor’s lesson. They can also record themselves teaching and use a modified protocol to identify the EI in their own teaching.
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
