1. Using video to promote critical inquiry and deepen analysis of teaching practice https://drive.google.com/drive/u/0/folders/0Bx9 qt-PJA_UlRVlFYU96aFFQUW8 Date: Thursday 1 Oct Gayle McIlraith: Co-Project Director for The Consortium for Professional Learning Dr. Cathy Wright: Project Coordinator and Data Coordinator

2. The Purpose of the study: Explore how teachers see the use of video during the Practice Analysis Conversations (PACs) and the ways that teachers observe their own practice that serves as a key lever for facilitators’ and teachers’ critical inquiry through indepth analysis of practice.

3. A few observations and too much reasoning lead to error: many observations and a little reasoning lead to truth Alexis Carrell

4. Think Pair Share Have you ever been observed at school? What did you feel when you were being observed by your colleagues? Have you ever been an observer in a colleagues class? What did you think? What are the purposes of classroom observation activities at your school? Have you used video as part of observations of classroom practice?

6. Timperley, H., 2011,Realizing the Power of Professional Learning, p127

7. To acquire knowledge one must study; to acquire wisdom one must observe Marilyn Vos Savant

8. One size doesn’t fit all

9. Assumptions, Interpretations, Hunches

11. Challenges Downloading the data took ages, remembering to have enough storage on device Downloading from iPad to desktop took forever The only challenges are the exact positioning of video equipment to capture what we wanted Trying to make it discreet for children to be unaware You are aware it is there, so at times you tend to not talk like you would normally

16. My voice...very high pitched/Sound level of voice/ tone/ The way I sounded and the words I use How I looked/ That I didn't look as bad as I expected I would! What were the things you noticed first when you analysed your practice?

17. Did the planning match the teaching? How much detail you can notice about what you and the children are doing? How quiet between talking it was and the fact I did not speak to whole class as much as I thought during instructional reading. That the question I asked the students to discuss was too hard and had to be broken up into smaller pieces. Wait time when talking to students - didn't give enough. Very teacher directed lessons. What were the things you noticed first when you analysed your practice continued?

19. They did not look at the person recording but they were quieter during discussion. They were nervous. Not enough student interaction. Formalized learning, too much time on the mat listening and not sharing own ideas What did you notice about students’ behaviours and actions? Was it what you expected? It was better than than I expected. The students I was working with were on task and engaged They were engaged the entire time, noisy but engaged. Yes, but noticed much more details and evidence about learning Noticed things that would have slipped under the radar, children being off task and children's reactions, yes it was expected.

21. Things that I did well and things that I needed to change or alter. That deliberate acts of teaching need to be sequential.. I've improved on my use of wait time. Next learning steps How critical it is to examine child behaviours To add more descriptive commenting and proximity praise - do even more of it Ways I could do things better and what I am doing. I didn't know I was doing Smaller steps for inquiry questions and less talk, more noticing My wait time was sometimes too quick Not enough student interaction. Formalized learning, too much time on the mat listening and not sharing own ideas What have you learnt about your teaching from analyzing your practice?

22. Changes made: I have made changes to how I take whole and small groups. I have my planning by me and what I have written in my scripted planning is what I say. Have my plan on a clipboard close by. What the next learning steps are and ways to move forward The teaching prompts I use Trying to promote positive praise - trying to be 5x more than commenting on negative 5 -1 ratio The way I approach the learning and the way I say things Script planning is concise and to the point, this means less teacher talk and more noticing can now happen. More one-on-one time as a result, more explicit teaching as well. Extended my wait time I am deliberate about using AFOL practices More student agency in what and how they learn. Children directing own learning pathways. Learning environment becoming more flexible, less formalised.

23. We think too much about effective teaching and not enough about effective learning John Carolus S.J.

24. Food for Thought You show me a teacher who’s satisfied with what they’re doing, and I will show you a teacher with low expectations. Teachers create the conditions under which learning can take place. Our schools don’t function like that, which is why somebody once joked that schools are places where kids go to watch teachers work. …contingencies of teaching—that what you do when you know that the teaching didn’t work quite the way you intended—that is supported by technology ie, video/audio Dylan William, 2007

25. Links to resource material Williams, D. 2007, Assessment, learning and technology: prospects at the periphery of control https://www.alt.ac.uk/sites/default/files/assets_editor_uploads/docu ments/altc2007_dylan_wiliam_keynote_transcript.pdf Timperley, H. S. 2011 The Power of Conversations: Developing Adaptive Expertise through Analysis of Practice Timperley, H. S. 2011, Realizing the Power of Professional Learning Hattie, J., 2015 What Works Best in Education: The Politics of Collaborative Expertise