Video Portfolio Assessment: Creating a Framework for Viewing the Functions of Teaching

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

“…Um eine produktive Unterhaltung herzustellen, helfen Kommunikationshinweise (Normen), um eine Balance zwischen respektvollen und kritischen Unterhaltungen herzustellen (Star & Strickland, 2008). Ein vorgegebener Fokus auf bestimmte Aspekte, wie das Problemlösen der Schülerinnen und Schüler, Instruktionsstrategien oder die Lernunterstützung der Lehrkraft können produktive Diskussionen über das Beobachtete fördern (Frederiksen, Sipusic, Sherin & Wolfe, 1998).…”

The diver project: interactive digital video repurposing

“…They can investigate areas in which video has proven useful, such as patterns of student participation in instructional discourse, uses of diagrams, small group collaboration, and teaching. [13][14][15][16] Used diagnostically, Diver can tease out differences in how novices and experts notice social, behavioral, and physical phenomena in video. Researchers can use Dive panels as structured templates for assessing trainees in various fields; they can direct users to particular Diver clips and ask them to answer specific questions.…”

Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices

“…Thanks to these socio-technical developments, interdisciplinary studies utilizing video have deepened our understanding in many learning science sub-fields such as mathematics thinking, learning, and teaching (Greeno & MMAP, 1998;Lampert & Loewenberg-Ball, 1998;Schoenfeld, 1992), functions of teacher activities (Frederiksen et al, 1998), international comparative studies of videos of mathematics classrooms (Stigler & Hiebert, 1999;; learning of demanding topics in high school physics (Pea, 1992;Roth & Roychoudhury, 1993), informal learning in science museums (Crowley et al, 2001;Stevens & Hall, 1997), interacting with machines such as copiers, computers, and medical devices, suggesting new design needs (Nardi, 1996;Suchman, 1987;Suchman & Trigg, 1991;Tang, 1991), collaborative learning (Barron, 2000;, and of specific roles for gestural communication in teaching and learning (Roth, 2001a, b). The pervasive impact of video studies was in evidence at the 2002 American Educational Research Association meetings, which included 44 scientific panels and symposia using video for learning research, teaching, and teacher education (with comparable levels in 2005).…”

“…These responses include videocases portraying teaching dilemmas related to content (e.g., Barnett, 1998;Crismond, 2003;Galvis & Nemirovsky, 2003;Horvath & Lehrer, 2000;Koehler, 2002;Mumme, 2003;Schrader et al, 2003), "video clubs" for teachers to review and discuss one another's work (Frederiksen et al, 1998), computer files containing artifacts of an entire year of teaching (Lampert & Loewenberg-Ball, 1998), and videotapes enabling international comparisons of teaching practices (Hiebert et al, 2003;Ma, 1999;Stigler & Hiebert, 1999;Stigler et al, 2000;Ulewicz & Beatty, 2001). Multimedia records portray teaching that is less filtered by interpretation than vignettes or observations, and avoid the complexity and inefficiency of making sense of multiple observations of different teaching actions that occur when students observe different classrooms.…”