Supporting Teacher Noticing Through Video Annotation: A Case for Discussion

• In Event: Using Video to Support Teacher Learning

Abstract

Video is considered a powerful learning tool for teachers, but less is known about video annotation tools (VATs). We apply a lens of teacher noticing to examine annotations on videos of teachers’ own practice within a professional learning experience grounded in core practices pedagogies. We qualitatively analyzed 7,629 annotations made by 183 secondary teachers and quantitatively investigated relationships among codes. Annotations about classroom discussion were more likely than other comments to surface teacher noticing (p=0.0000). Discussion-related annotations were also more complex and analytic than other comments (p=0.0001). Findings indicate a core practices approach in teacher learning could support productive noticing. With VATs, discussion may be an especially useful practice in which to ground teachers’ annotations.

Authors

• Lynne Zummo, University of Utah

• Mary Hauser, Stanford University

• Janet Carlson, Stanford University