cit 2011 - three faculty reflect on youtube for lessons
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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
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
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
Even with the initial inquiry discussions the initial YT’s were problematic
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T&L _ Science
Modeling
Micro-Teaching
Assessment
Thus, the instructor modeled what wasn’t seen in the first lesson
using prompts on the screen to reinforce research-based ideas being conveyed
Screen prompts & exhibited materials reinforced the use of inquiry & student
centered techniques
The instructor YT’s even showed advanced ways to engage a classroom –such as, students design their
own survey and teacher critiques the survey
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
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)
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
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
Assignment for the data probe YT
Justification Table
Science Rubric – assess on YT & on the justification
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
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
42510011 0010 1010 1101 0001 0100 1011
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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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