CIT 2011 - Three Faculty reflect on YouTube for lessons

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

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

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?

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.

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

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

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

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.

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.”

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.

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

CIT 2011 - Three Faculty reflect on YouTube for lessons

Eileen O'Connor

CIT 2011 - Three Faculty reflect on YouTube for lessons