Video Recording & Selection

Why use videos?

Benefits of utilizing educator's video(s) as a professional development tool include the following :

increased focus on student thinking
shared vocabulary and understandings of how people learn
motivation to learn and improve teaching skills
implementation of new instructional practices
acknowledge the need for productive struggle
create a community of educators

(e.g., Amador et al., 2021; Borko et al., 2008; Tran et al., 2019; Tripp & Rich, 2012; van Es & Sherin, 2010)

What technology to use?

Electronic Devices (Video)

Tripod with a DSLR camera mounted on top

Tripod or

DIY Lazy Susan

Bluetooth Lapel Microphones (Audio)

Depending on the type of device you purchase, the package below will cost about $325.

Establishing norms and practices for video recording

We suggest near the end of the second workshop, you develop a set of practices and norms for video taping, as well as preview and/or discuss where the camera will be set up. Below are a set of questions to guide your thinking. Consider the pros/cons of your decisions within the discussion.

Where will the camera be set up? Where should the camera be directed?
Who will turn it on (e.g., educator, lead facilitator)? Who will set up the equipment?
When should it be turned on (e.g., beginning, when notice failure moment is happening)?
What should be filmed (e.g., individual chats, group discussions, passive facilitation)?

Video Tips from Partnering Sites

Which of the images below do you consider "good" versus "bad" positions for a camera?

Camera is resting on a table, showing items on the table. Half the image is blocked by a box. There seem to be three people at the opposite end of the room, but they are far away and mostly blocked by items on the table.

Two children in construction helmets stand in front of an exhibit. One child holds an object with both hands while the other appears to be looking at her. Two adults stand in the background, watching, one of whom appears to be taking a photo of the children.

Picture captures half of a room with tables in an L shape. Six children are working at the tables. Five of the children are in a line facing the camera, each one hidden behind the other.

Camera seems to be resting on the table, at a slightly upward angle. A child is working on a wooden creation, holding it with her hands in front of her face. An adult is sitting at the table next to the child, partly in view. The table is not captured. The adults hands cannot all be seen but one might be helping to hold the creation.

Post signage that visitors may be video recorded.
Provide a handout description of the purpose for video recording or "research release" form for parent/guardian and child to select yes/no.
Ask youth for assent prior to recording.
Test the camera position and audio beforehand.
Start earlier than you think. Plan for video recordings to fail or to record.
Have one individual from the education team be known as the "tech guru." This individual is in charge of setting up and taking down recording devices.
Do not record more than one hour of interactions to reduce anxiety of watching hours of video recordings.
Be sure to pull hair back from lapel microphone.
Provide a guide for how to connect lapel microphone. Here is an example from Scott Family Amazeum.
Data privacy is important. Do not record any video using a personal device. Use a mobile device owned by the museum. It is further suggested that you immediately remove any videos saved to an internal drive and/or lock up devices in an area with limited access. At the conclusion of the professional development cycle, permanently delete all videos.

Video Selection

Prior to Workshops 3 & 4, either you and/or your educators need to watch their videos to reflect upon and select at least one short video clip (e.g., 2-3 minutes) to share with their peers. We encourage you to think about the advantages and disadvantages to who chooses the clips - facilitator, educator, collaboratively between facilitator and educator, or a top-down (i.e., facilitator pick 5-6 clips, then educators pick 1-2 clips) or bottom-up approach (i.e., educators pick 5-6 clips, then facilitator picks 1-2 clips).

Tip 1: Be sure you have a “good” video prior to video selection.

Tip 2: When looking for video clips to share, watch videos at 1.5x.

A screen capture of a three minute recording of two adults on a video call, being rewatched.

This video selection will inform the focus of Workshops 3 and 4. Generate a list of prompts and/or questions to guide the video selection - focus on youth's failures and how educators noticed and responded. We encourage you to look at the Video Selection resources developed from our partnering sites to guide your thinking.

Sibme: App for Video Viewing and Sharing

A screen capture of the Sibme app showing a video and a threaded comment section side by side.

As part of this project, we are using the app Sibme as it was intentionally designed to support educator's professional growth through video recording and video viewing. We like the app because it allows educators to record and upload the videos within the app, as well as allow for collaboration, note taking, and crop videos to short clips. Sibme also complies with the Children’s Online Privacy Protection Act.

We have included a set of Sibme resources to learn more about how to use and troubleshoot potential issues.

Amador, J. M., Wallin, A., Keehr, J., & Chilton, C. (2021). Collective noticing: teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal. [Advanced online publication]. https://doi.org/10.1007/s13394-021-00403-9

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436. https://doi.org/10.1016/j.tate.2006.11.012

Tran, L. U., Gupta, P., & Bader, D. (2019). Redefining professional learning for museum education. Journal of Museum Education, 44(2), 135-146. https://doi.org/10.1080/10598650.2019.1586192

Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739. https://doi.org/10.1016/j.tate.2012.01.011

van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176. https://doi.org/10.1007/s10857-009-9130-3