Embedded Files
INSTRUCTING AND ENGAGING STUDENTS IN LEARNING / VIDEO CLIPS
Task 2 is probably the most difficult for candidates in that it requires technology expertise, student and staff cooperation and a learning curve that is outside the teaching profession.
This task provides evidence of the congruency between your instruction, pedagogy and standards as well as how you interact with your students and verifies what you said you would be doing in the planning stage. You will need to consider the following topics: permission forms, equipment, how and what to record and selecting clips to upload.
Permission forms are available for download on the EdTPA website if you don't have one for your school or use this https://www.edtpa.com/Content/Docs/SampleReleaseForm.pdf
The equipment you use may come in a number of forms including but not limited to iPad tablets, your own digital video camera, iPhone or something from the school. Consider the use of clip-on microphones as well as SD cards for storage of your files to keep them safe for possible upload later. Experiment with the equipment before you film your class and explain to the students that it's important that they speak loudly and clearly.
Help from an assistant is a good idea as well as using a camera tripod.
How and what to record requires all 3 to 5 days of your lessons. Record the entire lesson from which you will select clips that demonstrate student learning and engagement. Time limits and clip amounts vary according to your respective content area. Video tutorials are available for both Mac and IBM platforms. Size limits and acceptable formats are located in the Pearson submission document in the file footer. Additional video recording assistance can be found in the edTPA website.
The following video answers questions as: Which device might you use to record your teaching practice? Think about the lighting in your classroom. Where would be the best place recording location? How could you do a test run before recording a lesson?
Selecting the clips to upload: you can record the whole class or group of students and your clips could be from one lesson or from two different lessons. Consider having another set of eyes to review the clips you have chosen. The criteria for the submitted clips is that they must be continuous and unedited as well as in the proper format for upload.
1. Remember, you’re the video’s producer and director, not the star.
Organize the room for filming by setting up the camera mid-room, with one or two student tables in view. Place students without permission slips off-camera, but close enough that the microphone can pick up their participation in the discussion. If possible, move the teacher’s desk out of the way. Conduct classes with the video camera running for several days just for practice. This will allow students to get comfortable with the set-up and for you to test for any technical glitches.
“I try to get them to understand they’re the director, not the star. The stars are their students in the classroom. Show them participating.”
2. You are not expected to invent everything.
Good teachers adapt their materials from a number of different sources. This is fine, just be sure to cite the sources you use. If you use state-, district- or university-mandated curriculum material, or material that’s been published or posted online, make sure you note this in the analysis portion of the edTPA.
3. Remember the ‘Rule of Three.’
Try for three student responses to every question. Call on students who don’t volunteer and ask them to comment on previous classmates’ responses. Stimulating student-to-student interaction is edTPA gold. Ask three questions, not one: What? Why? And, where is the evidence in the text? You may post cue-card prompts on the wall off-camera to remind you.
4. Use an ‘exit ticket’ for the filming sessions.
Even if it’s not your practice, have students take a short quiz or write a response. This serves as an “exit ticket,” or a concrete demonstration that students have understood the lesson. Having this in hand when the class is over is a simple way to formally evaluate individual student work. The summary question can be your exit ticket question. Students can write, and then discuss. If some students need more time, have them stay after class to finish if necessary.
5. The commentary, not the video itself, is the key to passing.
Your self-evaluation of your strengths and weaknesses is the most important piece of the edTPA portfolio. It shows you understand that teaching is an art and reaching students can require persistence and a willingness to change your approach. Before you submit the videos, show them to your teammates to identify positives and negatives in your clips that you need to discuss in the analysis portion of the edTPA.
https://docs.google.com/presentation/d/1dSDAg3V7bYw6H511MYuMk5uRDivINASYzmG2POm9cEs/edit?usp=sharing
LINK TO ROB ADELSON PPT ON VIDEO TAPPING
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