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CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
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CIT 2011 - Three Faculty reflect on YouTube for lessons

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Three faculty members (math, social studies, science) reflect on how they used YouTubes to evaluate pre-service teachers lesson acumen and how they created models with YouTube. Considerations of the …

Three faculty members (math, social studies, science) reflect on how they used YouTubes to evaluate pre-service teachers lesson acumen and how they created models with YouTube. Considerations of the modeling, the lessons students created, and the assessments within each class are reviewed, then final conclusions and next steps are considered.

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  • Modeling lessons
  • Modeling lessons
  • Many students post with saying “enjoy.” You can see his basic training poster in the background – another retired vet noticed that.
  • http://www.youtube.com/watch?v=5oq-nAE6jRY
  • Transcript

    • 1. 4210011 0010 1010 1101 0001 0100 1011 a B Z Can YouTube Help Teacher Education? Abendroth, Ed.D. Mark.Abendroth@esc.edu Golzy, Ph.D. John.Golzy@esc.edu O’Connor, Ph.D. Eileen.Oconnor@esc.edu Empire State College CIT 2011, Oneonta, NY
    • 2. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 3. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MASTER OF ARTS IN TEACHING An alternative teacher certification program for adult learners
    • 4. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z TRANSITIONAL B CERTIFICATION • Purpose: to meet needs of under-resourced schools. • Earned after first year of courses, 50 hours of field experience, & passing CST and LAST exams. • Leads to NYS Initial Teacher Certification after two years of mentored teaching.
    • 5. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Year 1 • Effective Urban Schools • Child & Adolescent Development • Teaching & Learning • Exceptionalities • Teaching Diverse Learners
    • 6. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Year 2 • Teaching & Curriculum • Mentored Teaching 1 • Educational Evaluation • Mentored Teaching 2 • Content Area Studies
    • 7. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Year 3 • Literacy • Mentored Teaching 3 • Literacy across Curriculum • MAT Portfolio
    • 8. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 9. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z
    • 10. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 11. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Mathematics Modeling Micro-Teaching Assessment
    • 12. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Procedural Vs. Conceptual Lesson • A procedural lesson is about how to do something, and how to get the answer to an exercise. • A conceptual lesson is about why something works. It allows students modify previously learned concepts to solve new problems.
    • 13. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z A Procedural Lesson • Use FOIL to expand (x + 3)(2x + 4). • FOIL stands for “First, Outer, Inner, Last.” • Therefore, (x + 3)(2x + 4 ) = 2x2 + 4x + 6x + 12
    • 14. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z A Conceptual Lesson • Views (x + 3)(2x + 4) as a distribution. • How many marbles do I need if I am distributing 5 marbles to each of my 23 students? 5 * 23 = 115 • How many… 2 red and 3 green marbles to each of my 23 students? (2 + 3)(23) = 46 + 69 = 115 • … • How many… 2 red and 3 green marbles to each of my10 male and 13 female students? (2 + 3)(10 + 13) = 20 +…. • What do you think (x + 3)(2x + 4) is equal to?
    • 15. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Mathematics Modeling Micro-Teaching Assessment
    • 16. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z YouTube on Solving linear Equations 1. Linking this solution to opening a gift box. 2. My “teenage students” helped me write all the steps to wrap a gift. 3. “Students” conceptualized “variable” and “solve.” 4. We wrote all the steps to open the gift. 5. We “wrapped” a linear equation. 6. Using lessons learned in #4, we solved the equation.
    • 17. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Mathematics Modeling Micro-Teaching Assessment
    • 18. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Assessment Posting YouTube was optional. However, 11 out of 14 students participated. 1.Analysis of the micro-teachings. 2.Students emulating my lesson.
    • 19. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Analysis of the Lessons • Identification of positive aspects of the lesson: – Instructor: 9 comments. – Peers: 39 comments. • Constructive suggestions: – Instructor: 21 comments. – Peers: 15 comments.
    • 20. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Students Emulating Instructor’s Lesson • As if teaching “live” students: 8/9, 2 students had live students. • Deliberatively complimenting students: 9/11 • Lessons based on real-life applications: 7/11 • Anticipating and accepting incorrect answers: 5/11. • Starting the lesson as if it had nothing to do with math: 2/11.
    • 21. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z In one discussion a student indicated that, “Conceptual teaching is not a big deal, we are already doing it. I wonder why our host teachers don’t teach conceptually….”
    • 22. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning _ Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 23. Science Education: Last year’s pilot with YouTube • Allowed the instructor to observe and assess science applications, lab examples, and use of science technologies • But students (pre-service teachers) had difficult time shifting to student-centered, inquiry-based science – Most YouTube demo lessons focused on teacher telling and demonstrating science and not engaging the students
    • 24. This year: team composition & effectiveness after the first YouTube • 15 students; most teams comprised of 3 or more; generally work at a distance from each other • Grouped mostly by content area (chemistry / physics had small #’s so they worked together) • Results: teams w/ K12 experience were less effective in implementing inquiry, for example . . . Earth sci Bio Chem Physics # of teams 1 3 1 1 # in team 3 3/4 2 1 K12 schools? No Yes No No Effective? Very Poor at 1st Modest Very
    • 25. Even with the initial inquiry discussions the initial YT’s were problematic
    • 26. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Science Modeling Micro-Teaching Assessment
    • 27. Thus, the instructor modeled what wasn’t seen in the first lesson using prompts on the screen to reinforce research-based ideas being conveyed
    • 28. Screen prompts & exhibited materials reinforced the use of inquiry & student centered techniques
    • 29. The instructor YT’s even showed advanced ways to engage a classroom –such as, students design their own survey and teacher critiques the survey
    • 30. The instructor also modeled the use of spreadsheets and a discussion about data with the K12 class that might ensue
    • 31. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Science Modeling Micro-Teaching Assessment
    • 32. Assignment details • Before the next two YouTubes were presented, the students had to review the instructor YT and answer questions that focused them on inquiry- based, student-centered techniques • The assignment required that the YouTubes give evidence of specific approaches & techniques • (Details on assessment later in the presentation)
    • 33. After viewing & discussing the model from instructor, the students (pre-service teachers) demonstrate better engagement with future K12 students & the tech that will be used
    • 34. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Science Modeling Micro-Teaching Assessment
    • 35. Assessment details (science) • The assignment required that the YouTubes give evidence of specific approaches & techniques • A justification of the YT created had to be included from the textbook & literature • What follows is: the assignment; the justification table; and the assessment rubric
    • 36. Assignment for the data probe YT
    • 37. Justification Table
    • 38. Science Rubric – assess on YT & on the justification
    • 39. YouTube demonstrates (and thus allows assessment of) multiple competencies • The science lesson & student engagement • The preservice teachers use of technology • The questioning techniques the preservice teacher is using with the hypothetical audience – In the previous pilot, the preservice teachers had more difficulty with student-centered teaching
    • 40. Overall • Pleased the YouTube’s provided a way to evaluate performance online, by a content expert faculty • YT’s more closely approximates teaching then a lesson plan alone – lesson plans were still required • The modeling of research-based techniques, too seldom seen in K12 (such as, inquiry), seemed to help students understand these approaches – as evident in their later YT’s
    • 41. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 42. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Social Studies Modeling Micro-Teaching Assessment
    • 43. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Modeling for Microteaching of Social Studies
    • 44. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Pre-Microteaching Process • I model excerpt reading • Students read & interpret excerpt • I model microteaching
    • 45. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Excerpt Reading • Introduction to the essay or speech • Reading of excerpt • Interpretation
    • 46. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Reflections on Excerpt Readings • My model reading involved too long an excerpt. • 30-second introduction, 5-minute reading, one-minute interpretation. • Students made same mistake. • Next time I will model reading of 3 minutes or less.
    • 47. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Microteaching Rubric Criteria • Aligning with objective(s) • Experiential • Inquiry-based • Interactive
    • 48. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Modeling Microteaching • I read objective. • Students imagine they would live somewhere with a different culture. • Prepare interview questions for person of that culture; compare questions with partner. • I introduce “Nine Universals of Culture.” • Students compare questions to universals.
    • 49. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Minimally Produced Video • I held up papers to show text that would be on a screen. • Used narration. • Invited viewers to hit pause while brainstorming interview questions.
    • 50. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z What I’ll Change • Make it more of an authentic simulation. • Call on students, demonstrate wait-time. • Try to move all narration to one place – introduction.
    • 51. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Social Studies Modeling Micro-Teaching Assessment
    • 52. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Students’ Microteachings for Social Studies
    • 53. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z General Observations • Students emulated me with paper signs and narration breaks – some exceptions. • Seemed more comfortable than with first video (excerpt reading.) • Two of eleven taught with an audience of fellow pre-service teachers. • Some tended to rely on lecture with discussion questions.
    • 54. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z What to Change • Have students deliver microteaching with metacognition for experiential learning, inquiry, and interaction. – “I want to start with your experience.” – “I want to know what questions you have before I go further with the lesson.” • “Now I want you to discuss this new concept with a peer.”
    • 55. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z T&L _ Social Studies Modeling Micro-Teaching Assessment
    • 56. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Assessing Microteachings of Social Studies
    • 57. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Peer Assessment • Students assess each other’s YouTube and lesson plan based on the rubric in a threaded discussion. • Required to assess at least at least two peers. • No second peer assessment for anyone until all others have at least one.
    • 58. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Observations on Peer Assessment • Followed the rubric to varying degrees. • Some received several, others only one. • General reluctance to be critical.
    • 59. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Changes to Peer Assessment • Have students participate in making rubric. • Require score and comment for each rubric category. • Assign students randomly to groups in order to equalize number of assessments received.
    • 60. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z My Assessment • Used rubric to assess YouTube and lesson plan in assignment drop box. • Invited students to improve on lesson plan after giving feedback.
    • 61. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Reflections on My Assessment • YouTube greatly enhanced my overall assessment of students’ work. • I could see each student as a unique person and not just as one of my eleven students. • The video allowed me to have visual and audio evidence that the social studies lesson on paper is delivered with skillful teaching.
    • 62. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Changes for My Assessment • Will look for cues in the video that the student is mindful of explicit provisions for experiential learning, inquiry, and interaction. • Will give students option for a second microteaching, which would not be graded.
    • 63. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z MAT Program Teaching & Learning Structure T&L _ Mathematics T&L _ Science T&L _ Social Studies Conclusion
    • 64. 421 00 11 0 0 10 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 0 1 1 a B Z Overall – All Faculty Perspective • Although our approaches were different, we all had a need to observe students efforts and to bring new approaches to teaching; in general: – We were able to know our students better – We were able to model techniques and see students learn from observing us – We will continue to work with and improve our efforts with using shared videos (YouTubes) in our online classes
    • 65. 4210011 0010 1010 1101 0001 0100 1011 a B Z Can YouTube Help Teacher Education? Abendroth, Ed.D. Mark.Abendroth@esc.edu Golzy, Ph.D. John.Golzy@esc.edu O’Connor, Ph.D. Eileen.Oconnor@esc.edu Empire State College CIT 2011, Oneonta, NY

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