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Teacher resources : Self-reflective video

Reflective video use

Being reflective about your teaching practice is a rewarding, but often difficult process. Video, however, can be a valuable tool in helping you evaluate and shape your teaching practice as you are able to view your actual teaching environment from a new perspective.

This section helps guide you through the process of creating and using video as a reflective tool. By choosing a framework before filming you will develop a clearer idea about what aspect of your practice to capture on film. Although many teachers are wary about the way a video camera will change their class environment, becoming familiar with various strategies of how to film in the classroom help you channel those changes in productive directions. Once the filming is complete there are many ways to process and reflect upon the experience, such as viewing yourself, watching your and other teacher's videos collaboratively in a video study group and integrating your reflections into a video artifact.

To view a seven-minute video which provides a basic outline of how elements of this process work, go to the Professional Development section of the WLE Streaming Video website.

Stage I: Preparation and filming

Choosing a Framework Before you can use video as a reflective process, you must first be very clear whether you want the video production process to be top-down or bottom-up in nature. More

Filming in the Classroom Many teachers are reluctant to videotape themselves in the classroom for fear that the videotape will affect the class environment it is trying to capture. And this is true; it does. One of the subtle roles that a video camera plays in our culture is that of power distribution--the person behind the viewfinder has the power and the person in front of the camera doesn't. More

Stage II: Using video as a reflective tool

Self reflection: Viewing yourself As you watch yourself on tape, the experience is by nature very interactive; it may be easy to passively observe someone else's classroom, but seeing your own professional practice from a new angle will very naturally create reactions, opinions, and reflection. The key thing to do, then, is to capture these reactions to the video as you watch it. More

Collaborative reflection: Forming a video study group One of the great advantages to using video as a self-reflective tool is that it not only allows you to revisit your teaching environment from a new perspective, but it allows others to enter into it in with you as well. More



Integrative reflection: Creating a video artifact When creating a portfolio--as either a preservice or inservice teacher--a video artifact can be a valuable component. As you work at developing and representing your teaching practice, it is often difficult to reflect that practice in an artifact, no matter how carefully it is written. More
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