Video can turn lesson observation into a highly effective collaborative learning activity – one which can involve multiple teachers at a time that suits everyone, and without the need to arrange lesson cover. It can be used to enhance a twilight CPD session, for example, and facilitate empowering discussion about teaching and learning.
A video-based CPD session will, however, only be successful if there’s buy-in from all participants. It’s likely to work best when embedded into a school’s CPD plan, allocated time and calendared. Try to keep the session relatively intimate so that everyone can get involved in the discussion; with larger groups, try splitting them into multiple sessions or working groups.
It’s often a good idea to begin by setting ‘norms’ around discussion of the video.
Teachers may be unsure about recording themselves; watching a lesson clip depicting a neutral setting outside of your school can offer a risk-free introduction to the benefits of video lesson observation.
Ultimately, however, using footage recorded within your own learning environment will be much more engaging. If you’re running a group session, why not lead by example and share something with a specific learning focus for the others to review and discuss? It might be more productive to present this as an example of ‘real practice’ rather than ‘best practice’. Best practice can often be subjective, and focus attention more on the teacher’s performance than the learning.
The lesson video should be long enough to facilitate a rich discussion about the teaching and learning taking place, but not so long that this focus is lost. Maximise the time available by encouraging participants to watch the full video beforehand and re-watch snippets during the session itself. Pausing, rewinding and replaying the footage will help put participants’ comments into context.
Begin any video-based CPD session by setting out some ground rules. The feedback and discussion should be constructive, nonjudgemental and professional.
By building a culture of trust and eliminating fear of judgement, your practitioners can develop the confidence to share and discuss videos of their own teaching in future.
Whoever’s running the session should prepare some questions in advance to help facilitate the discussion. Think about how the dialogue can be opened up, and how participants can be encouraged to go beyond their initial impressions and reactions when analysing the lesson.
If you’re interested in finding out more, IRIS Connect offers a free learning programme called Film Club, which provides schools with video clips, resources and questions for teachers on topics such as ‘Learner talk and collective thinking’, and ‘Classroom talk’ – see tinyurl.com/iris-film-club for more details. A case study showing how Whitecote Primary School used Film Club to improve their staff’s self-efficacy can be seen at tinyurl. com/iris-whitecote
Christophe Mullings is Head of Education at IRIS Connect
