The Positive Effect of Video on Teaching and Learning
The Positive Effect of Video on Teaching and Learning
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Brittany Pirtle , Bayside High School
Mark Meader, Larkspur Middle School
November 2025
In education, finding ways to improve instruction and student learning is always a priority. One of the most powerful tools available to teachers today is surprisingly simple: the video camera. When used intentionally, video can transform teaching practice, professional collaboration and even classroom culture.
Why is Video an Important Learning Tool?
Recording a lesson is valuable because it provides real-time evidence of what actually happened during instruction. Instead of relying on memory or personal interpretation, teachers can review an objective record of their lessons. This objectivity offers a clearer picture of classroom dynamics and student engagement.
Video gives teachers a different perspective and allows them to see their teaching through new eyes. Watching themselves teach often leads teachers to “ah ha” moments - those powerful realizations that inspire new strategies and approaches. This fresh viewpoint often sparks richer conversations with colleagues, coaches, administrators or PLCs.
Most importantly, video is a powerful tool for self-reflection, helping teachers recognize strengths and identify areas for growth that may not be visible in the moment. By seeing their own practice unfold on screen, teachers take ownership of their learning and are empowered to make meaningful changes.
The "Watch Your Students" and "Watch Yourself" rating charts shown are great tools that can allow teachers to analyze a video to observe measurable instructional practices or student behaviors. These analyses can support teachers in making positive changes in their practice.
How Can Video Be Used to Support Teachers and PLCs?
When used in collaborative settings, video becomes even more impactful. Within PLCs, video provides unbiased feedback, showing exactly what is happening in the classroom. This allows teachers to analyze not only instructional strategies, but also subtle details such as student body language, which can affect classroom connections.
Video also creates opportunities for teachers to learn from each other, sharing strategies and reflecting on common challenges. Because video provides objective evidence, PLC conversations become more focused and productive, allowing teachers to target specific goals. Over time, this process builds confidence, validates effective practices and strengthens collaboration.
What Conditions Ensure the Use of Video Is Successful?
For video to truly support growth, certain conditions must be in place:
Confidentiality must be respected.
Use of video should be voluntary, not forced.
Teacher buy-in is essential for success.
A clear focus should guide what the teacher wants to reflect on.
There should always be a follow-up or reflection process.
And importantly, make sure the technology is working prior to the lesson—technical issues can undermine the process.
When these conditions are met, video is not just a recording device; it becomes a catalyst for growth, dialogue, and improved teaching practice.
Check out the Coaches Corner in the DTAL November Newsletter for tasks created by your Secondary Mathematics Coaches in response to last year's assessment data.
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