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

1. 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.
2. 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.
3. 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.
4. 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

1. Does my video show the classroom from a variety of angles?
2. Does my video show my interaction with the classroom?
3. Does my video show classroom response to the lesson?

Tips for Evaluating my Video

1. 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.
2. 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?
3. 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?
4. 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?