Pamela Redmond, Univ. of San Francisco
I was interested in this session because as we have tried to help preservice teachers get the vision of how to integrate technology into their teaching, we have found that the use of models is very important. We have used both video case studies, and “live” modeling where the instructor roleplays an effective lesson with the preservice students. In fact, I’m presenting on this on Saturday.
This group is creating a website database of video case studies at http://www.teachinginterchange.org.
They asked: Should video cases show authentic classroom footage, exemplary footage, or what?
Comment: I think some of both is good, but they should be clearly marked. I think we’re all interested in best cases most of the time, but my interviews with preservice teachers concludes that many do not pay attention to video case studies or give them much credibility because they know they are best cases, and in their minds, not realistic. So it’d be useful to have some authentic classroom footage, to give credibility to the students that something positive—even if it’s not the best practice and has a few minor problems—CAN happen in a classroom. This would also help them see “what is really happening” so they can reflect on what they want to do differently.
“You can send students out to observe classes, but they don’t know what they are looking at—they don’t know how to deconstruct.”
I’ve found this is true. No matter how good the model, students often don’t know how to learn from the model. How do you teach these tacit skills? They are crucial to truly learning and becoming good teachers, but it’s hard to teach students to reflectively learn from video case studies and other models.