Videotape Review....

Thank you to Loretta in OH, NBCT

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Videotape-based Portfolio Entries
Questions to Keep in Mind

1.  Did you include all of the materials required by the entry?

2.  Do you have a videotape or commentary that is much shorter than the allowed limit?  You
     will not be automatically penalized for submitting less material...but submitting very little
     material makes it much less likely that you will include evidence of meeting the standards.

3.  Look at the entry instructions and the rubric (italized print at the beginning of the entry).
     Read your commentary and review your evidence.  For each of the descriptive statements
     contained in the rubric, ask yourself what evidence you have that will meet that particular
     aspect of the rubric.

4.  Do you have evidence that the teaching and learning featured in this entry were related to a
     worthwhile instructional goal?

5.  Did the videotape, taken with your commentary, provide evidence that you have created a
     classroom environment that promotes active learning by all of your students?

6.  Did you provide evidence that you were able to engage students in effective classroom
     discussion appropriate to the goals of your teaching?

7.  Did you provide evidence that you were able to facilitate a discussion that involved both
     teacher-student interactions and student-student meaningful interaction?

8.  Did you provide evidence that you were able to reflect on your teaching and determine how
     you would modify your teaching of the lesson in the future?

9.  Is your evidence clear, consistent, and convincing?

10.   Does the instruction on the videotape come together with the rest of the instruction
       described in the commentary?  Does the videotape support and enhance the written
       commentary and analysis or does it conflict?  Are the parts of the evidence and links logical,
       accurate, and complete?

11.  Think about the standards for the entry.  Did you provide evidence pertaining to each?
       Evidence may come from one or more data sources (i.e. commentary, student work, video)

12.  Do you show strong links?  This will depend on your entry requirements.  For example,
       Does the student profile inform the goals -- which informs instruction -- which informs
       analysis of instruction --- which informs reflection?    (2 way links)

13.  Think about the performance as a whole.   Think about:
 - the sequence of instruction
 - the written commentary, especially the analysis
 - the evidence from the videotape itself
 - the links between the different aspects of the performance

14.  If something “weird” happens while videotaping....
 (i.e.  a student “moons” the camera; “flips the bird”, etc.)

       If the videotape is good evidence, don’t let something weird keep you from submitting it.
       Why would you comment on something weird?
 - if you can make a connection to what is valued....then comment (i.e. social skills or if
   they want to know how you deal with student behavior)
 - if not...don’t address it
 - stick to the facts and what is valued -- don’t make an emotional response

15.  Did you complete a T Chart?   What is Valued?   What Do I Have to Do?
 Remember...What is Valued ....information is found in the italicized print at the
 beginning of each entry (language of the standards) and in the How Will My Entry
 Be Scored section (which is the Level 4 rubric). THIS IS WHAT ASSESSOR'S
 ARE LOOKING FOR.
 

Analysis Questions
Consider the following questions when viewing your videotape:

1.  What is the extent of classroom involvement (e.g. are the same students doing all the talking)?

2.  Are the students engaged in the lesson?  How can you tell?  What do students’ facial expressions and body language tell you about your instruction?

3.  What kinds of questions do you ask?  Can all questions be answered with a single word?  How long do you wait for responses?  Do you ask students to explain and /or defend a particular answer or approach?  Do you ask students to compare or evaluate alternative interpretations or strategies?

4.  Were there any opportunities for students to ask questions?  How would you categorize the students’ questions (e.g., did they indicate confusion and a need for clarification or understanding and extension?)

5.  What roles (e.g.  expert, facilitator, co-learner) did you play in the videotape?  Was each role appropriate for the situation?

6.  What kinds of tasks di d you ask students to do?  Did you capitalize on their previous knowledge and experiences?

7.   What instructional opportunities did you take advantage of (teachable moments) and why?

8.  What instructional opportunitites did you not take advantage of and why?

9.  What evidence did you see of the students taking intellectual risks?  Does the class look safe as an environment for getting something wrong?  Do students talk to each other as well as to you?

10.  Do you push students to take risks, to speculate, to offer conjectures about possible approaches, strategies, and interpretations?

11.  Were the learning gaols for the lesson achieved?  Did you adjust the lesson so your goals could be achieved by every student?  What is the evidence for your answers, both in the videotapea and from other sources?

12.  Explain how your design and execution of this lesson affected the achievement of your instructional goals.  (Your response might include -- but is not limited to -- such things as the anticipation and handling of student misconceptions, the unexpected questions from studentsw, the unanticipated opportunity for learning that you captured, or your planned strategy and its outcomes in the lesson.)
 

Tips:
- make a copy of the final video before mailing the original
- put the video in a plastic case to protect it during shipping
- watch your video with the sound off to focus on nonverbal
- consider making a transcript of your video segment to assist you in analysis
- make practice tapes
- practice with the video equipment to make sure voices are audible
- if your final video is difficult to understand, you can submit a written transcript
- use a tripod
- make sure that writing on the board can be seen on videotape if it is important to the entry
- the camera should be pointed at the speaker
- be aware of lighting and how it will affect your videotape
- be aware of noises that may interfere (fish tanks, fans, etc.)