Advances in technology have made it increasingly easy for teachers to film and share video record... more Advances in technology have made it increasingly easy for teachers to film and share video recordings from their own classrooms, and much research exists highlights the rich learning that can occur when teachers watch and discuss video. Here, Miriam Gamoran Sherin, Jennifer Richards, and Mari Altshuler examine the opportunities for learning that teachers experience when recording and viewing video of their own classrooms. They specifically describe how recording can support teachers in learning to notice, focusing their attention on aspects of classroom interactions that are most important for student learning.
Journal of Mathematics Teacher Education, Aug 23, 2017
In today's world, characterized by rapid technological advancements occurring on a dayto-day basi... more In today's world, characterized by rapid technological advancements occurring on a dayto-day basis, using video as a means for learning seems almost unavoidable. Laptops, tablets and smartphones enable us to access videotaped instruction almost everywhere and with regard to almost any topic. However, most of such video-based learning enhances the kind of knowledge we might refer to as ''first-order knowledge'', i.e., acquisition of various kinds of information. Whether we learn about global economics, solving quadratic equations, attributes of Shakespearean sonnets or how to make an origami bird (all of these subjects available in hundreds of web videos), the point is, in principle, that we watch an expert explain concepts or demonstrate procedures, and we try to follow, understand or apply what is being discussed or shown. The attainment of first-order knowledge through video is already deeply ingrained in the culture of the twenty-first century. However, the use of video for attaining or improving ''second-order knowledge'', i.e., our knowledge about what we know, what we need to know, what we want to know, is less prevalent. Second-order knowledge involves reflective skills, and the issue of how to recruit the powers of video for the improvement of such skills lies at the heart of up-to-date programs for professional development worldwide, in various domains such as health, social work, psychotherapy and education (e.g., Todd et al. 2015; Gaudin and Chaliès 2015). Specifically, a growing number of professional development (PD) programs for mathematics teachers around the world centralize video as a catalyst for teachers' reflection on their & Ronnie Karsenty
h i g h l i g h t s Presents design-based research building on prior video club work. Offers a ne... more h i g h l i g h t s Presents design-based research building on prior video club work. Offers a new design for a science teaching video club. Describes two unique design features tied to teacher noticing outcomes. Teachers' use of wearable video technology is significant to this design. Results show video club design supports sustained focus on students' thinking.
Advances in technology have made it increasingly easy for teachers to film and share video record... more Advances in technology have made it increasingly easy for teachers to film and share video recordings from their own classrooms, and much research exists highlights the rich learning that can occur when teachers watch and discuss video. Here, Miriam Gamoran Sherin, Jennifer Richards, and Mari Altshuler examine the opportunities for learning that teachers experience when recording and viewing video of their own classrooms. They specifically describe how recording can support teachers in learning to notice, focusing their attention on aspects of classroom interactions that are most important for student learning.
Journal of Mathematics Teacher Education, Aug 23, 2017
In today's world, characterized by rapid technological advancements occurring on a dayto-day basi... more In today's world, characterized by rapid technological advancements occurring on a dayto-day basis, using video as a means for learning seems almost unavoidable. Laptops, tablets and smartphones enable us to access videotaped instruction almost everywhere and with regard to almost any topic. However, most of such video-based learning enhances the kind of knowledge we might refer to as ''first-order knowledge'', i.e., acquisition of various kinds of information. Whether we learn about global economics, solving quadratic equations, attributes of Shakespearean sonnets or how to make an origami bird (all of these subjects available in hundreds of web videos), the point is, in principle, that we watch an expert explain concepts or demonstrate procedures, and we try to follow, understand or apply what is being discussed or shown. The attainment of first-order knowledge through video is already deeply ingrained in the culture of the twenty-first century. However, the use of video for attaining or improving ''second-order knowledge'', i.e., our knowledge about what we know, what we need to know, what we want to know, is less prevalent. Second-order knowledge involves reflective skills, and the issue of how to recruit the powers of video for the improvement of such skills lies at the heart of up-to-date programs for professional development worldwide, in various domains such as health, social work, psychotherapy and education (e.g., Todd et al. 2015; Gaudin and Chaliès 2015). Specifically, a growing number of professional development (PD) programs for mathematics teachers around the world centralize video as a catalyst for teachers' reflection on their & Ronnie Karsenty
h i g h l i g h t s Presents design-based research building on prior video club work. Offers a ne... more h i g h l i g h t s Presents design-based research building on prior video club work. Offers a new design for a science teaching video club. Describes two unique design features tied to teacher noticing outcomes. Teachers' use of wearable video technology is significant to this design. Results show video club design supports sustained focus on students' thinking.
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