This document provides guidance for teachers on creating video recordings for assessment purposes. It emphasizes engaging students and focusing on student thinking rather than teacher-led instruction. Recommendations include starting with content and then engaging students in discussion, interacting with small groups, and highlighting how the teacher builds on student ideas. The document also provides technical tips for recording, such as using wireless microphones and positioning the camera to capture both the teacher and students. Special care is advised to ensure student voices are clearly captured.

1. Video in Teacher Performance
Assessment
Take 2 – Jan ‘14
Joe Fahs- jfahs@elmira.edu
Director of Academic Technology Services
Elmira College
http://sites.elmira.edu/edtpa
http://sites.elmira.edu/classrooms

2. http://sites.elmira.edu/it/edtpa

3. Not Enough Student Voice
Rehearsal videos show teachers doing most
of the talking with little opportunity for
student voice.

4. https://twitter.com/alfiekohn/statuses/420171255828869120
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

5. Content ==> Engagement
Start with content information (e.g. 5 minutes)
and then engage students (they do most of the
talking) for the rest of the video
http://edtech2.boisestate.edu/robertsona/506/finalProject/
DividingFractions.html
http://www.flickr.com/photos/audiolucistore/740373
1050/

6. Engaging Students
Active engagement of students in their own
understanding of concepts, skills, and/or
processes related to the learning objectives.
 Instruction with student-teacher and/or student-student
interaction
 An opportunity for teacher to respond to student questions,
concerns, or needs.
 Choose clips that reveal student thinking, analysis, and judgment.
https://www.teachingchannel.org/videos/improving-teacher-practice

7. Interact with Students
Good for teacher to roam to interact with
small groups talking with students. That
would mean someone panning with the
camera, presumably the cooperating teacher.
http://debbiediller.wordpress.com/tag/small-group-area

8. Deepening Student Learning
 Highlight in the video how you listen to students and
respond in such a way that you are supporting them
and building on their thinking and ideas.
 Deepening student understanding will depend upon
the strategies you have chosen.
 Focus a discussion following a mini-lecture rather than
the lecture itself (which can be described in writing).
Discussion should
represent an
opportunity for students
to display or further
their depth of
understanding.
http://www.edutopia.org/math-social-activity-cooperative-learning-video

9. Path to Deeper Learning
https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills

10. Avoid
 A clip filled with students:
 answering yes/no questions
 reciting information
 recall of facts, practicing narrow set of skills
 reading aloud without conversation
 writing silently
will not reveal how you deepened their
understanding of the content presented.
http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/ct_c
ommission_on_ed_achievement_report.pdf
http://www.flickr.com/photos/cristiano_betta/3159607097

11. Student Engagement
http://ni.oc.edu/2011/03/what-does-student-engagement-mean-to-you

12. Too soft or unclear

13. Narrative
If student responses are unclear, teacher will
need to include that in their narrative
associated with the video.

14. Example of Narrative
Student #3 asks the question "how do you
calculate the hypotenuse of a right triangle"
or student #4 responds to the teacher's
question with c2 = a2 + b2.

15. Avoid Positioning Camera Behind Students
Positioning of the camera with built-in mic behind
students may pick up the teacher's voice if loud
enough. However student voice often unclear.

16. Wireless Microphone
 Great for teachers to roam around classroom speaking at a
normal voice
 The lapel microphone will not clearly capture what
students are saying unless it is pointed near them
 A wireless microphone must be set up precisely or it may
not capture any audio at all.
 Both transmitter & receiver should have newish
batteries, set to the same frequency, and be turned on.
 The antenna & microphone must be snugly clipped to the
transmitter
 Plug one end of the curly audio cable into the receiver’s
MIKE OUT jack and the other end directly to a video
camera’s external MIC jack. If you are using an iPhone,
the adapter cable is also required.

17. Transmitter
Setting up a Wireless Microphone
Plug into
MIKE INPUT
jack
Receiver

18. Position to the Side or Front
Need to position the camera to the side or
towards the front capturing the teacher and
students together.
http://joshblackman.com/blog/wp-content/uploads/2012/10/IMAG0286.jpg

19. Video Recording IWB
http://sms.cam.ac.uk/media/1097583

20. Orientating the Flip Camera

21. No Vertical Video Recording!
http://www.youtube.com/watch?v=Bt9zSfinwFA

22. Orientating iPhone or iPad
https://www.teachingchannel.org/videos/videotaping-tips-for-teachers
at 2:30 min.

23. Record More Than One Video

24. Editing Video
All videos need to be continuous (no cutting
out in between) although start and end
segments can be trimmed.

25. General Advice
 Avoid zooming and make sure you the
teacher and students are in the video.
 The teacher needs to have a precise lesson
that has been rehearsed several times
over.
 Be dynamic, fast-paced, and make sure
students are engaged under your
direction.
 Rehearse your lesson with other students
in your class.

26. http://sites.elmira.edu/it/classrooms

27. IT Conference Room, GT-1, GT-2
Promethean and SMART boards:
During Library Open Hours the IT Conference Room is usually
available by drop-in after 6 pm or on weekends.
Epson Interactive Projectors
During Library open hours GT-1 and GT-2 are available after 9
pm Monday through Thursday, after 6 pm on Fridays, and
during open Library hours on weekends.
Video Recording
Check out video cameras from the IT Help Desk (three days
advance notice) or use a smart phone camera to record your
rehearsals in the IT Conference Room, GT-1, or GT-2.

28. How to Get Help

29. References
• Portions of text taken from A Support Guide for
edTPA Candidates (PDF)
• edTPA Web site for candidates
• Elmira College edTPA Web site:
http://sites.elmira.edu/edtpa
• Elmira College Technology Classrooms Web site:
http://sites.elmira.edu/classrooms
• Teaching Channel Web
site:https://www.teachingchannel.org .
•

30. End of Presentation