Evaluating your Video
Authored by Dr. Alan Block, UW-Stout June, 2003
You may be expected to include as part of your portfolio a video presentation which shows your work in an actual classroom. Here are some tips to guide that process.
Tips for Producing Video Representation of Your Teaching
- Since there is nothing definite about teaching and no certainty regarding the integrity of the class period, it is recommended that you video several classes over a period of several days of weeks. Edited videos may show more about your work and abilities than single shot products.
- A hand held video camera may allow great display than a stationary camera. In this way you may show your classrooms from a variety of locations and angles. Though you will not be able to avoid the obtrusiveness of the camera in your classroom, you should try to minimize its obtrusiveness.
- Be certain that the person you have chosen to work the camera has familiarity and facility with the particular model you are using to record your class.
- You may choose either black and white or color film, but be aware of the advantages and disadvantages of each.
Tips for Evaluation Film Technique
- Does my video show the classroom from a variety of angles?
- Does my video show my interaction with the classroom?
- Does my video show classroom response to the lesson?
Tips for Evaluating my Video
- In what ways does my video demonstrate my grasp of subject matter?
- In a sentence or two, stat the focus of the lesson videotape.
- What evidence of my knowledge of subject is highlighted in the videotape?
- List three strengths of the teaching segment.
- List three areas that could be strengthened.
- In what ways does my video demonstrated my knowledge of students?
- In what ways does my video display my recognition that students display varied levels of artistic development, ability and styles?
- In what ways does my video display my encouragement of students to monitor and reflect on their learning?
- In what ways does my video display my ability to include strategies and technologies to accommodate different learning styles, intelligences and modalities?
- In what does my video display inclusion of strategies and technologies that assist students to work visually both independently and in groups?
- In what ways doe my video display my recognition of diversity of students racial, cultural, ethnic and gendered heritages?
- In what ways do I model respectful behavior?
- In what ways doe I demonstrate knowledge of techniques for the inclusion of children with special needs?
- In what ways does my video give evidence that the viewed lesson is part of an organized curriculum plan?
- Is there evidence of short and long term goals?
- DO students refer to other lessons in their discussions and responses?
- In what way does my video give evidence of my instructional competence?
- How can I measure the breadth, depth and diversity of the material covered in the lesson?
- What varieties of instructional strategies are evident in the lesson?
- How did I demonstrate ability to deal with difficult issues such as racism, sexism and other forms of discrimination?
- How did I encourage higher order of thinking in my questioning and discussion techniques?
- How did I encourage students elaborate, clarify and extend their knowledge?
- What was the pace of the lesson?
- How did I give evidence of fairness and equity?
- Did I speak clearly? Did I write clearly? Was my non-verbal communication clear? Did I move easily about the classroom?
- What evidence is there that I competently handled several classroom management tasks?
- What evidence is there that I individualized instruction?
- What evidence shows that I made structure for group lessons?
- What evidence not only that I communicated expected behaviors, but that students understood what was expected of them?