Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching

Abstract

We report the outcomes of an evaluation of a 'video club' intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement we examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups and interviews. We evaluate change in teachers' thinking and practice using survey results for participants compared to a comparison group of nonparticipating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers' thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. We conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.

Formative assessment and feedback for learning in higher education: A systematic review

“…Verbal feedback is frequently placed within the context of dialogue. From this perspective, feedback is seen as a ‘move’ within a dialogic teaching and learning approach (Hennessy et al., 2016; Perry et al., 2020). Feedback, for example, can range from a simple judgement of correctness, identification of a part of an answer that could be developed or improved, referring back to prior contributions, and inviting opinions or ideas.…”

Remote and Blended Teacher Education: A Rapid Review

“…The literature on the use of classroom video for professional learning is summarized and discussed in Perry et al (2020) [35]; a short summary of selected points from this is provided below, along with an example. Perry • It is efficient, in that the most instructive videos can be viewed repeatedly by a wider audience.…”

“…This can be seen in relation to online professional learning communities in Lantz-Andersson et al (2018, p. 310) [59] where communities with a 'friendly, participatory culture' are supportive of experimentation, risk taking and searching discussion and feedback. This culture can take time to develop (as discussed in relation to video sharing and discussion in Perry et al, 2020) [35]. It is a relatively widespread view that community building and functioning benefits from (a) there being an 'established history of sharing and working together' outside of the program (Seddon et al, 2012, p. 436) [30] and (b) there being face-to-face sessions which take place prior to or in between online activity (i.e., within a blended format) (Seddon et al, 2012;Owston et al, 2008;Matzat, 2013;Keengwe and Kang, 2013) [30,55,64,68].…”

“…(Lantz-Andersson et al, 2018, p. 308) [59] Picking up themes noted in our earlier sections, Surrette and Johnson (2015) [63] found studies noting the benefits of being able to 'rewind and review the video and record more complete and accurate comments than is possible during real-time observations' (West et al, 2009, p. 384, quoted in Surrette and Johnson, 2015, p. 263) [63,75]. Using video, there is also a greater opportunity to conduct the reflections and discussions collaboratively, drawing on a greater number of examples (Perry et al, 2020) [35]. Other authors such as Keengwe and Kang (2013) [64] conclude that technological tools are important for integrating online and face-to-face learning and supporting learning to be put into practice, and also-as above-discuss the value of using technology to allow teachers to 'actively participate, communicate, and create their own materials' (p. 488).…”

The use of the Video Platform FlipGrid for Practicing Science Oral Communication

“…After a presentation is recorded and stored in the system, students can reflect on their performance and receive feedback from their lecturers and classmates if this is desirable. Video reflection on communicative performance has been used successfully in many academic and professional fields, such as language learning, medical studies teacher training, engineering, and economics, as well as other science and social studies fields (e.g., Budiarta & Santosa, 2020;Carr et al, 2020;Cochrane & O'Donoghue, 2008;Er & Planas, 2005;Galindo et al, 2020;Gong et al, 2019;Miskam & Saidalvi, 2020;Oliveira, et al, 2021;Penny & Coe, 2004;Perry et al, 2020;Ram, et al, 1999;Zick et al, 2007). By reflecting on a video presentation, students can pinpoint their strengths and weaknesses in all aspects of the presentation, including the content (Miskam & Saidalvi, 2019Oliveira, et al, 2021;Tuyet & Khang, 2020).…”