Impacting Elementary Mathematics Teachers' Reflection on Video

• In Event: Using Video to Support Teacher Learning

Abstract

Reflecting on classroom video is a central element of many teacher professional development programs, particularly because research has found a positive relation between reflection on video and classroom outcomes. Because much of the evidence supporting video-based learning comes from research conducted in traditional, live settings, we examined how to affect successful reflection on video in an online, asynchronous Virtual Learning Community, a resource with nearly 55,000 members. In the current investigation, we experimentally tested how variations in prompts (targeting the teaching, student thinking, or mathematics) and in the video’s focus (on the teacher or students) elicited variations in teacher reflective comments. We found that these manipulations influenced both the content and quality of teachers’ comments.

Authors

• Michelle Perry, University of Illinois

• Meg Bates, University of Illinois

• Joseph R. Cimpian, New York University

• Shereen Oca Beilstein, University of Illinois at Urbana-Champaign

• Cheryl Moran, University of Chicago

• Victoria Jay, University of Wisconsin - Madison

• Genevieve M. Keyser, Saint Louis University

• Paul Beilstein, University of Illinois at Urbana-Champaign