Structures for Using Video


Methods of Implementation

In St. Vrain Valley Schools, we are embedding professional learning with video in four distinct, research-based practices.  While Lesson Study, Action Research and Peer Observation were used by teachers for professional learning already, Video Clubs were developed by using video to drive teacher inquiry.  In each situation the limitations and timeliness of the work is accelerated by video.

 
TRADITIONAL
VIDEO-ENHANCED

LESSON STUDY

Identify a shared target or question to investigate.  Collaboratively plan; teach and observe; review, refine and re-plan; teach and observe; repeat based upon data and objective.

 

Identify a shared target or question to investigate.  Plan individually, teach and collect evidence through video, watch video individually to reflect; then process collaboratively-reflective debrief; next teacher plans individually process of video, reflection and processing continues.
ACTION RESEARCH AND DESIGN THINKING MODEL

District PD model and class for individuals or groups.  Identify research question, empathy and ideation steps, prototype, test, reflect, ideate, test, collect data, present and share.  These happen in face-to-face class sessions over the course of the year.

 

Identify research questions, empathy (video data collection) and ideation steps, prototype, test video data collection, reflect, ideate, test video data collection, collect data, present (using data and video) and share.  These happen through video and face-to-face class sessions, accelerating and compacting time of the course.

 

VIDEO CLUB
 
Identify group focus, timeline and steps, all teachers video to establish baseline, individually watch and reflect, joint online processing of video, group processing to learn, refine and apply on topic, all teachers re-video, process continues.

 

PEER OBSERVATION
Administrator initiated and directed; driven by building goal or teacher need; as schedule or budget permitted, typically deficit approach.

 

Teacher directed; driven by teacher goal and student evidence, supported by common protocols; video when feedback/inquiry wanted; breaks challenges of space, schedule and budget; personalizes observation - our students and our practice.

 

RATE OF ACCELERATION