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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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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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MASTER OF ARTS IN TEACHING
An alternative teacher certification
program for adult learners

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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.

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Year 1
• Effective Urban Schools
• Child & Adolescent Development
• Teaching & Learning
• Exceptionalities
• Teaching Diverse Learners

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Year 2
• Teaching & Curriculum
• Mentored Teaching 1
• Educational Evaluation
• Mentored Teaching 2
• Content Area Studies

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Year 3
• Literacy
• Mentored Teaching 3
• Literacy across Curriculum
• MAT Portfolio

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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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.

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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

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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?

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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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.

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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Assessment
Posting YouTube was optional. However, 11
out of 14 students participated.
1.Analysis of the micro-teachings.
2.Students emulating my lesson.

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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.

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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.

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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….”

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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

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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

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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

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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

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Modeling for Microteaching of
Social Studies

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Pre-Microteaching Process
• I model excerpt reading
• Students read & interpret excerpt
• I model microteaching

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Excerpt Reading
• Introduction to the essay or speech
• Reading of excerpt
• Interpretation

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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.

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Microteaching Rubric Criteria
• Aligning with objective(s)
• Experiential
• Inquiry-based
• Interactive

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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.

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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.

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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.

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Students’ Microteachings for
Social Studies

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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.

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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.”

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Assessing Microteachings of
Social Studies

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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.

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Observations on Peer Assessment
• Followed the rubric to varying degrees.
• Some received several, others only one.
• General reluctance to be critical.

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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.

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My Assessment
• Used rubric to assess YouTube and lesson
plan in assignment drop box.
• Invited students to improve on lesson plan
after giving feedback.

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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.

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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.

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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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