as a part of a “lesson study” group, where video is reviewed by several teachers to focus on the lesson and approaches to specific topics.


The point is: video can provide two main types of “data” that teachers need. First, it lets us see things in the class from a different perspective. We teachers never get to see ourselves teach, and so video gives us this opportunity to see our classroom and ourselves from a different vantage point. Second, it provides a real-time link to what goes on in our class that our memory doesn’t always give us. Unlike your brain, video doesn’t embellish or fill in gaps in what you observe.


CONSIDERATIONS FOR VIDEO RECORDING YOUR CLASSROOM


So, if you decide you want to record your classrooms to review your instruction, there are a few considerations you should make, and a few basic facts that you need to understand about what video can and can’t do (and should and shouldn’t be used for).


Don’t expect immediate results. Putting a working camera in the room changes you and your students. Neither of you will be yourselves, at least for the first few days that you record anything. Figure on a week of constant recording to get used to the camera being in the room, and you and your students getting over “camera anxiety”.


THE TECHNICAL SIDE OF VIDEO RECORDING The point of the recording process is not to create an edited and polished video, so don’t go breaking out iMovie or MovieMaker, except to maybe view the movie. You just need to see and hear what is going on, and at times, you may want to save a video to view later on, either when addressing the same topic, or to see change over time. But, in order to have video that will tell you what you need, you still need to consider some “technical” issues of the recording process.


Get your camera. A high quality professional camera is great, but since you are likely the only to watch this, a cheaper camera is fine. You can get a Flip or Kodak mini camera for under $100, or see what your school might have in a closet somewhere. If possible, a camera with a microphone input is more important that high resolution.


We teachers never get to see ourselves teach, and so video gives us this


opportunity to see our classroom and ourselves from a different vantage point.


Don’t record yourself only. Remember, teaching isn’t just about you - it is a means to student learning. So, you should be recording the class in a way that allows you to hear what students say, and see how they react to your teaching.


Let your administrator (and colleagues) know what you are doing. You and your students aren’t the only ones who get nervous when you start recording. Don’t surprise your administrators or parents with this process - let them know what you are doing, why you are doing it, and who will see the video. In most cases, you should use a permission form if anyone other than you is seeing the video.


Be mindful of your students’ comfort with the cameras. Even after most kids get used to the camera in the room, some will still get anxious about it, for a variety of reasons. If some students have real problems being on camera, move the camera. The same is true with parent objections to recording (if they object, you don’t need to stop recording, you just need to move the camera so that their child isn’t on screen).


MACULJOURNAL |


Get a tripod. Again, any will do. Just make sure the height is appropriate to capture what you want to see. The tripod gives you a steady view that you won’t get with a person holding the camera.


Find recording “sites” and do a test. Ideally, it is good if you can have a few, out of the way spots to place the camera and tripod that are close to a plug (if your battery won’t last through class). An ideal location can get you when you want, and can then focus on a small group of students to hear their conversation during small group activities.


Consider the lighting. While you don’t need high-quality lighting, you don’t


want an experience where you have sunlight coming through windows right into the camera lens, and you don’t want to turn all lights off to use an overhead or LCD projector. Check the lighting on your recording to avoid glare or having your camera lens constantly refocusing because of poor lighting.


Once you address these considerations, get that camera out and start recording. And, more importantly, schedule time to review your recordings, and look for different kinds of things when you watch them. You’ll start to see how video data can provide more information about classroom instruction that you can actually use.


For more information on using video, suggestions for viewing and reflecting on video, using video for Lesson Study, or details of the technical aspects of using video, check the “Resources” pages of the SIG-PL website at http://sigpl.org.


Stephen Best leads outreach and professional development efforts in science, mathematics, engineering, and technology at the University of Michigan. He is director of the statewide “Investigate the State” project and several other


statewide efforts and can be reached at sdbest@umich.edu. Spring/Summer 2011 | 21


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