Hi-
I'm thinking- in response to Esther & Dominique's comments on the
disconnectedness of adult educators- tt this is an issue within schools as
well as across the field that can be addressed by using video. One of the
teachers I interviewed pointed out that two willing teachers could easily
video each other and then sit around and discuss their classes - that this
is essentially free and effective for improving one's teaching (in his
experience). I think in k-12 schools it is often a mentor & novice teacher
who pair up to do this, but is seems like it would work the best with peers.
I heard a lot from the teachers I interviewed about the importance to them
of not being judged or evaluated - of course they meant by researchers, but
I suspect the lack of evaluation left them as open as they were to seeing
their classrooms from a new perspective. I guess I'm thinking about two
things - first of all video as a way of connecting p/t teachers (perhaps)
who wouldn't have a chance to cross paths or really work together. what do
you think? also, how important is the type of discussion and the level of
judgement? is it better to focus on students, is it better to really analyze
one's own teaching directly, or does self-conciousness then get in the way
and ruin the process? i know there are probably many different answers to
this question, but while we're rolling with this as a pd tool, i'm wondering
if there is a generally good way to use it - guidelines, perhaps, based on
everyone's experiences...
jessica


On 6/7/06, Dominique Brillanceau <dbrillan at pdx.edu> wrote:

>

> Greetings,

> While I concur with Esther's comments on the disconnectedness of adult

> educators and the barriers to sharing one's teaching or others' through

> video media, I have been thinking about the impact it has on people who

> have

> done it.  David  did it in the 60's and a couple more people who have

> participated in the discussion  mentioned videotaping themselves or others

> a

> long time ago and they still talk about it.  Or Janet who is using it in

> training.  To me, that was uplifting.  It is an experience that one never

> forgets and should be part of all teacher training programs.

> It was a requirement in the TESL program at Portland State University 20

> years ago when I got my certificate but it no longer is. ( I still have

> the

> tape- no comment)

> A colleague of mine just made it a class requirement/ task for her

> students

> in a MA TESOL program at Oregon State University.

> So... are there any paper FOB issues for this particular issue left? They

> could be sent to MA TESOL programs around the country and to state

> directors

> of Adult Basic Skills.  Just an idea...

> Great conversation.  An eye opener and a way of being connected.

>

> Dominique Brillanceau

>

>

>

> ----- Original Message -----

> From: "e s" <e.b.shupe at lycos.com>

> To: "The Focus on Basics Discussion List" <focusonbasics at nifl.gov>

> Sent: Wednesday, June 07, 2006 9:31 AM

> Subject: [FocusOnBasics 316] Re: Discussion: video as a prof. devlpmt

> tool.

>

>

> > Everyone,

> > I wanted to say a little more about the program that I am currently

> > enrolled and the videotaping requirement.  THis is an online certificate

> > program in English Language Teaching at The New School in NYC. THe

> nature

> > of distance learning requires the aid of technology to make the program

> > work and the videotaping of classroom instruction is purposeful in this

> > regard.  The type of feedback I will get about the teaching and learning

> > observations is unknown to me at this time, but I hope to have my own

> > purpose in viewing the tapes.  Jessica's article and comments from the

> > discussion will help me to ask the right questions.  I'll be sure to

> share

> > my experience with the list.

> >

> > On another note,  it's disheartening to me to read David's post and to

> > know that the practice of videotaping classroom dynamics has been around

> > for so long and yet is still not common practice for adult

> educators.  THe

> > issues are at least in part about funding but also about the lack of

> > connection that is experienced by many adult educators.  We for the most

> > part are a team of volunteers or part-timers with very little power in

> > determining, what if any PD is offered to us.  One of the continuing

> > discussions about adult education is the way we are separate from other

> > institutions of learning.  This in many ways gives us creative license

> but

> > in many significant ways is disempowering.  What do others think?

> > Esther

> >

> > --

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