Hi Janet and others,

Here are three very different models, what I will call:
1) the video lab model, and
2) the video exemplar (excellence) model
3) the content standards teacher-made video model

Portland State University has an extensive collection of adult ESOL  
teaching videos, made in the NCSALL ESOL lab there.  The videos are  
used for discussion and critique.  Their value is not as models to  
emulate, but rather as practices to discuss.  California's OTAN has a  
very good  small collection of exemplary models of integrating  
technology in classroom instruction. http://www.otan.us/Itap/ 
index.cfm?fuseaction=videogallery
Another example of exemplary videos in how to integrate technology in  
the classroom is the Captured Wisdom project, from NCAL at the  
University of Pennsylvania  http://www.ncrtec.org/pd/cw/adultlit.htm

It might be possible to start out with teachers videorecording  
themselves -- and each other -- and putting their videos up. (If you  
want to learn how to do that, Barry Burkett posted a message today on  
the NIFL Technology list, archived at
http://www.nifl.gov/pipermail/technology/2006/000782.html

A third model might have teachers making videos that were then  
juried. Some of the teacher-made videos might be exemplars, some  
might not.  Perhaps some forward-thinking state might ask teachers to  
start with its state adult ed content standards (or EFF standards)  
and to create exemplar videos for content strands or concepts or  
skills.  The state might set up a jury of expert teachers to select  
teacher-made videos that were standards exemplars -- and then they  
could recognize (or pay!) teachers for these videos and include them  
in their content standards online (and face-to-face) professional  
development.

David J. Rosen
djrosen at comcast.net




On Dec 18, 2006, at 5:29 PM, Janet Isserlis wrote:


> David and all

>

> I could envision this as a sort of YouTube for teachers - I'd like  

> to see

> it, at least, initially, be un-juried -- but the caveat might be  

> that the

> person posting the video make clear if s/he wants feedback, what  

> kind of

> feedback s/he might seek (are you looking to gauge teacher talk, do  

> you want

> impressionistic responses, do you want critique?) - with a brief  

> descriptor

> (ESOL class working on integrating the use of the present  

> progressive in the

> context of using public transportation, for example.

>

> I've seen some questionable tapes and have been taped doing not  

> excellent

> work.  As a learning experience, it has merit.  As an  

> "endorsement," of good

> teaching practice, I'm not so sure.

>

> Janet Isserlis

>

>

>> From: David Rosen <djrosen at comcast.net>

>> Reply-To: The Adult Literacy Professional Development Discussion List

>> <professionaldevelopment at nifl.gov>

>> Date: Tue, 12 Dec 2006 18:57:47 -0500

>> To: The Adult Literacy Professional Development Discussion List

>> <professionaldevelopment at nifl.gov>

>> Subject: [ProfessionalDevelopment 678]  An adult education PD  

>> video library

>>

>> PD Colleagues,

>>

>> I am cross posting my message posted earlier to the Technology

>> discussion list because it is in part about building an adult

>> education professional development video library made by teachers who

>> videotape their own teaching (or who have colleagues who videotape

>> it) .  I have had the idea for some time. Kentucky adult education

>> teacher, Barry Burkett, has given us an example of how easy -- and

>> free -- it is for teachers to make and post the videos.

>>

>> I am eager to hear your thoughts about this idea.

>>

>> David J. Rosen

>> newsomeassociates.com

>> djrosen at comcast.net

>>

>> Begin forwarded message:

>>

>>> From: David Rosen <djrosen at comcast.net>

>>> Date: December 12, 2006 6:04:04 PM EST

>>> To: The Technology and Literacy Discussion List  

>>> <technology at nifl.gov>

>>> Subject: Re: [Technology 745]  Excited

>>>

>>> Hi Barry,

>>>

>>> I share your excitement.  I would like to see hundreds of adult

>>> education teachers across the country doing what you have done,

>>> making videos of their teaching and posting them for others to see,

>>> and building a community of practice video library.  I can see two

>>> very different uses:

>>>

>>> 1. Professional Development. Teachers want to see how other

>>> teachers teach.  Sometimes they like what they see and want to

>>> emulate it.  Sometimes they don't, and can more clearly articulate

>>> what they like about what they are already doing or what they don't

>>> want to do.  Sometimes a video can demonstrate a different way to

>>> teach a set of skills or concepts, or what a content standard

>>> means, or an entirely different approach to teaching.

>>>

>>> 2. Student learning. Some of these video lessons, if organized

>>> well, could be put together in an online curriculum for adult

>>> learners.

>>>

>>> For a project like this to succeed, the teachers would need to be

>>> working from the same set of of content standards, from Equipped

>>> for the Future standards, or -- if they were all within one state,

>>> from that state's adult education content standards, or from a set

>>> of meta standards developed from several good sets of state

>>> standards.  (I don't think this exists. I wish it did.)

>>>

>>> Imagine, for example, that you have a good set of adult education

>>> math content standards/frameworks.  For example, Massachusetts has

>>> good standards for math. http://www.doe.mass.edu/acls/frameworks/

>>>

>>> Equipped for the Future Content standards for math are also good.

>>> Take for example the EFF Decision-Making Skill "Use Math to Solve

>>> Problems and Communicate"  http://eff.cls.utk.edu/fundamentals/

>>> standard_use_math.htm

>>>

>>> Suppose a teacher tried to build a lesson from this Decision-Making

>>> Skill, perhaps using Performance Level 4 Indicators:

>>>

>>> =============================================================

>>> "Use Key Knowledge, Skills, and Strategies Adults performing at

>>> Level 4 can:

>>>

>>>     * Read, write, and interpret a wide variety of mathematical

>>> information such as:

>>>       Numbers and number sense: money/expenses/prices, percentages,

>>> decimals and fractions;

>>>       Patterns/Functions/Relationships: patterns and formulas (such

>>> as a=?r2);

>>>       Space/Shape/Measurement: units of measurement including

>>> fractional units, geometrical shapes including shapes containing a

>>> combination of common

>>>       shapes, and concept of volume; and

>>>       Data/Statistics: ways to interpret, represent and draw

>>> implications from data (graphs, tables, and simple forms of

>>> statistical analysis).

>>>     * Recall and use multi-step mathematical procedures (such as

>>> keeping accounts) that involve whole numbers as well as fractions,

>>> decimals, and/or percents,

>>>        and measure volume using tools with different calibrations.

>>>     * Evaluate the degree of precision needed for the solution.

>>>     * Define, select, organize, and integrate mathematical

>>> information of different types in carrying out procedures,

>>> describing patterns, and/or measuring with

>>>        appropriate tools to solve the problem and to verify that

>>> the solution is reasonable.

>>>     * Create appropriate visual or graphic representations such as

>>> charts, tables, graphs, etc. and clearly communicate the solution

>>> process and results orally or

>>>        in writing to a variety of audiences.

>>>

>>> Show Fluency, Independence, and Ability to Perform in a Range of

>>> Settings

>>> Adults performing at Level 4 can easily select and apply the

>>> knowledge, skills, and strategies at this level to independently

>>> accomplish structured math tasks in a variety of comfortable and

>>> familiar settings."

>>> ==============================================================

>>>

>>> The teacher-made video could be an example of a lesson which fits

>>> the standard that could be used by other teachers to better

>>> understand the standard.  Or it could be used by students as part

>>> of an online supplemental lesson, or it could be used by students

>>> as part of a distance learning curriculum.

>>>

>>> It might be possible to set up some criteria for reviewing and

>>> selecting these videos based on their quality and their fit with

>>> the standard.

>>>

>>> In any case, I believe we need an extensive video library of

>>> teaching practices connected to standards.  Perhaps, now that Barry

>>> has blazed the trail, other teachers will put up their videos.

>>> Perhaps we could then build a small community of practice of

>>> practice of teachers who are trying this out.  Then, perhaps we

>>> could try to do this in one state or in several states, using the

>>> same set of standards.

>>>

>>> Who knows, it might not even require a grant.  If teachers are

>>> interested in this, it may happen as a volunteer effort.

>>>

>>> I would like to hear what others think about this.

>>>

>>> David J. Rosen

>>> djrosen at comcast.net

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>> On Dec 12, 2006, at 1:24 PM, Burkett, Barry wrote:

>>>

>>>> Hey guys,

>>>>

>>>> Here is something I am excited.  I am working with the state of KY

>>>> on putting VOD-casts of class on the internet.  Here was our very

>>>> first piece, http://video.google.com/videoplay?

>>>> docid=-7174474385156197754&hl=en it is about using a percent

>>>> triangle in math.

>>>>

>>>> Here are things I have already learned that will apply to future

>>>> shots, 1 shorter segments, 2 pre-editing (I would start it at

>>>> minute 1:13), and 3 short films based off student led questions.

>>>>

>>>> Here is the cool thing, it is WAY easy to put out there.  I used

>>>> my gmail account to upload it to the internet via google.  By

>>>> putting it on google I am not using up the school's or the state's

>>>> server (?) resources. Here are reasons why I like it, I can link

>>>> to it allowing online students a quasi class-room feel, as well as

>>>> it will help people answers to similar questions.

>>>>

>>>> So what does this have to do with literacy?  What about group

>>>> reads on the internet… book discussions… your student reading to

>>>> themselves (video modeling) that can be accessed away from the

>>>> learning center, etc.

>>>>

>>>> Well, if you can't tell I am excited about the project.  The

>>>> biggest holdup is the cost of the video camera (Sony Digital… no

>>>> DVD), if a group of learning centers or programs go in on one

>>>> together it might be more feasible.

>>>>

>>>> Any other ideas for how to use this with Literacy?

>>>>

>>>>

>>>> Barry Burkett, Adult Educator

>>>> Thorn Hill Learning Center

>>>> Frankfort, KY

>>>> 502.223.3110

>>>>

>>>> ----------------------------------------------------

>>

>>

>>

>>

>>

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>

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David J. Rosen
djrosen at comcast.net