Classroom video – particularly its potential to promote educator growth – is a topic I’ve been talking about a lot lately. Between Insight’s blog and even some of the amazing discussions that have started from my Twitter and LinkedIn posts, I can tell a lot of others are starting to talk about it, too.
But what I find most exciting is that the conversation hasn’t been limited to just district leaders or technology directors. Rather, it seems that educators across the country from all different roles, grade levels, and content areas are talking about classroom video and what it could mean for their growth, and more importantly, the growth of their students.
As just one example of this trend, I had the great opportunity to contribute to the latest issue of Language Magazine – The Journal of Communication & Education. In my article Action Replay, I explained how video can transform the unique practices of language and literacy teachers.
Here are 3 key points that have resonated the most with readers so far:
- Videos can be shared with content-area experts and even outside specialists. As a result, foreign language teachers and classroom teachers with English Language Learners can receive feedback from qualified observers and get the actionable support they need.
- Because videos create a common piece of evidence, observers and teachers can reflect on lessons together and engage in open, productive dialogue and form authentic partnerships.
- Language and literacy teachers can share videos with each other to get more relevant support.
The article also presents some new data and interviews with educational leaders about how classroom video can work for educators much in the same way as game film works for athletes.
Whether video is a new idea for you or you’re already using it in your own school or classroom, I encourage you to join this conversation.