List of FAQ
- Which videos do you recommend for video analysis?
- My methods course is already packed. How can I use these video analyses to support other goals that are part of my methods course?
- My methods course is already packed. How important is it to use the video analysis tool multiple times?
- How many lenses should prospective teachers pay attention to each time we watch and analyze a video case?
- Can the lenses be used to analyze written cases?
- Can I use the lenses to focus on discourse and questioning?
- What additional resources do you recommend?
Which videos do you recommend for video analysis?
The following list of video cases, arranged by grade level and then alphabetically within grade levels by the title of the video, are described in more detail in Video Case Descriptions handout (Handout CP 8).
- KG: People Patterns (Annenberg)
- 1st: Lady Bugs (Annenberg)
- 1st and 2nd: Amazing Equations (Annenberg)
- 2nd: Get to 100 (Storeygard, 2009)
- 2nd: Marshmallows (Annenberg)
- 3rd: Buying and Cooking a Turkey (Fosnot & Dolk, 2001)
- 3rd and 5th: Multiplication (Schifter, Bastable, & Russell, 2009)
- 4th: Developing Children’s Conceptions of Equality (Carpenter, Franke & Levi, 2003)
- 4th: Pencil Box Staining (Annenberg)
- 4th: Valentine Exchange (Annenberg)
- 4th-5th: Sharing a Submarine Sandwich (Fosnot & Dolk, 2002)
- 5th: Fraction Tracks (Annenberg)
- 4th-6th: Questioning Data (Annenberg)
How can I use these video analyses to support other goals that are part of my methods course?
In an examination of our own practice with respect to launching the video analysis in our mathematics methods courses (Roth McDuffie et al., 2014), we have found that we often used the Launch of a particular video as a place to incorporate other instructional goals – goals that complement the project goals planned for the video analysis activity. In this way, we could incorporate the video analysis activity while attending to existing instructional goals, rather than simply adding one more activity to an already packed methods course. For example, at times we have engaged prospective teachers in the mathematics of the Marshmallow video by giving them marshmallows and having them do the mathematics task, attending to the mathematics content and processes entailed in the problem. Doing this early in the semester can support the goal of disrupting prospective teachers’ views about mathematics consisting only of procedures and may serve as a place to connect to the content and practice standards in the Common Core. As another example, with the Developing Children’s Conceptions of Equality video, we have used that video to attend to both the multiple lenses and toward a goal of prospective teachers exploring the mathematics related to equations and the idea of relational thinking in particular, which was then focused on in more depth within the lesson. Or, we provide the task (8 + 4 = ___ + 5) with the goal of supporting PSTs in anticipating students’ thinking, asking PSTs to predict student responses and confusions prior to watching the video.
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How important is it to use the video analysis tool multiple times?
As noted in the overview and described in the lesson plan, we have found that it is very important to enact this activity multiple times over the course of the semester, providing prospective teachers with opportunities to view instructional through different lenses over time and to improve their noticing skills. See the previous questions for tips on using the videos to support other instructional goals.
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How many lenses should prospective teachers pay attention to each time we watch and analyze a video case?
While we most often use two or four lenses as a class to view video, we have also at times had the whole class use just one lens to view and analyze video. This allows for an in-depth discussion of the lens and can be particularly useful for lenses that prospective teachers are struggling to use.
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Can the lenses be used to analyze written cases?
At some sites, these lenses have also been productively used for prospective teachers to analyze written cases of instruction.
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Can I use the lenses to focus on discourse and questioning?
In several of our courses, we have found handout CP 7 useful for focusing prospective teachers’ attention on particular discourse and questioning moves. The handout can also be useful for Activity 4, later in the module.
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What additional resources do you recommend?
Aguirre, J., Turner, E., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2012). Analyzing effective mathematics lessons for English learners: A multiple mathematical lens approach. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 207–222). Reston, VA: National Council of Teachers of Mathematics.
Roth McDuffie, A., Foote, M.Q., Bolson, C., Turner, E.E., Aguirre, J.M., Bartell, T.G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education 17(3), 245-258.
Roth McDuffie, A., Foote, M.Q., Drake, C., Turner, E. Aguirre, J., Bartell, T. G., & Bolson, C. (2014). Use of video analysis to support prospective K-8 teachers’ noticing of equitable practices. Mathematics Teacher Educator, 2 (2), 108-140.
Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
VanZoest, L. & Stockero, S., (2008). Using a video-case curriculum to develop preservice teachers’ knowledge and skills. In M. Smith, S. Friel, & D. Thompson (Eds.) Cases in mathematics teacher education: Tools for developing knowledge needed for teaching (Association of Mathematics Teacher Educators Monograph No. 4., pp. 117-132). San Diego, CA: Association of Mathematics Teacher Educators.
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