Classroom teacher observation videos: free download. On-line document store on 5y1.org

How do teachers videotape their lessons?
Teachers videotape their lessons as often as they like. Teachers choose the lessons they like best. Observers watch, comment, and score videos. Teachers send their videos to an observer.

Why do teachers use videos of instruction?
Through this process, videos of instruction provide teachers with a means for expanding their understanding of mathematics teaching and learning (Smith, 2001). In selecting videos of instruction, Sherin and colleagues (2009) described three key issues to be considered. First, the authenticity of the featured instruction must be considered.

What makes a good classroom video?
Research by Brophy (2004) and Merseth (1996) demonstrated the need for videos to feature authentic classrooms that are similar to the classrooms of the teachers viewing the video. Second, teachers benefit from knowledge of the classroom context from which the video was taken (Sherin et al., 2009). Third, the intent of the video must be considered.

How does a teacher comment on a video?
With each video that was made available for viewing, the teacher posted an initial comment that described the content of the video, how it linked to the grade-level objectives, and the content in the video on which to focus. This initial comment supported participants in understanding the context of the lesson.

[PDF File]Approved Observation Videos for Virtual Observations
https://info.5y1.org/classroom-teacher-observation-videos_1_416e16.html
the videos, try turning off your pop-up blocker. You are required to fill out one observation form per virtual video. 1.How People Learn 2. Learning As We Grow 3. Building on What We Know 4. Different Kinds of Smart 5. Feelings Count 6. The Classroom Mosaic 7. Learning From Others 8. Watch It. Do It. Know It 9. Thinking About Thinking 10.

[PDF File]Leveraging Video for Learning - Harvard University
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a month to examine classroom videos, she found that the process afforded increasingly substantive conversations around student–student, teacher–student and whole class interactions. One important finding was that over the course of the video observation collaborative, teachers moved from general

[PDF File]The CLASS Protocol for Classroom Observations
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Educational Testing Service (ETS) to observe the videos and rate the teaching practice on a series of indicators ranging from the teacher’s ability to establish a positive learning climate and manage the classroom to his or her ability to explain concepts and provide useful feedback to students.

[PDF File]Danielson’s Framework for Teaching for Classroom Observations
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Raters score teacher practice at the component level. For the MET project, only Domain 2 and Domain 3 of the FFT are used by raters to analyze video observations: • Classroom environment (Domain 2) encompasses many aspects of the classroom atmosphere, from behavior management, to quality of classroom

[PDF File]Teacher Video Selfie: A self-guided module for analyzing ...
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Teacher Video Selfie: A self-guided module for analyzing videos of your own instruction This toolkit is a product of the Best Foot Forward project, a study of video technology in classroom observations. ©2015 President and Fellows of Harvard College.

[PDF File]Classroom Video Training Example - Harvard University
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This is a detailed outline of the classroom video observation training used in the Best Foot Forward project, in which teachers and principals used video as part of their teacher evaluation systems. Please adapt it as needed. Training Overview: Pre-training considerations: • Video kits have been ordered

Classroom teacher observation videos