Abstract:
Learning to notice has been advocated for long to help pre-service teachers make pedagogical decisions amid classroom instruction. Research indicated that pre-service teachers had difficulty in noticing own teaching for enhancing classroom interaction (van Es & Sherin, 2002). Video becomes a useful tool to facilitate such noticing for reflective teaching. Recent work has studied the use of video analysis tool (VAT) to develop an ability to notice and interpret classroom practice. Yet, the above-mentioned studies focused on the effect of VAT without considering what and how the feedback of course instructor could promote the development of noticing ability of pre-service teacher during the assessment for learning. Moreover, when pre-service teachers takes part in peer assessment, the effect of this mode, i.e. assessment as learning, on the enhancement of noticing remains unknown. In light of these, the current project attempts to investigate the use of VAT in giving feedback by peers (i.e. assessment as learning) and instructor (i.e. assessment for learning) for scaffolding student’s noticing. In particular, own teaching video will be adopted since it could afford teacher’s critical reflection (Zhang et al., 2011).
References:
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27, 454-462.
Code:
T0231
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Sep 2020
End Date:
31 Aug 2021
Status:
Completed
Result:
Among students who have submitted at least 2 teaching videos, 61.9% showed improvement in noticing abilities. Based on the survey, 92.3% of students agreed or strongly agreed that feedback on their work helper him/ her to achieve the learning outcome.
In the interviews, students were invited to express effective practices. For assessment as learning, peer feedback helped them to highlight their weakness. For example, their peers could pinpoint their weakness of which they themselves might not be aware. On the other hand, the students highlighted the effective practices in assessment for learning, in which instructor or her feedback exhibited the following features, (i) roles as facilitator, (ii) deeper reflection, (iii) seeking for student-centered evidence, (iv) stimulating with reflective question, and (v) precise and concise.
In addition, student mentioned the use of VAT made them become more open-minded to receive comments from others. Furthermore, student shared that when they commented others' weakness, they would also reflect on whether they showed same weakness. Obviously, the use of VAT benefited student learning in different ways. On the other hand, students expressed the inadequacy of the VAT platform in which the interface was not user-friendly and the loading process was problematic, such as long loading time.
Impact:
Our students learn noticing which is seldom highlighted in our existing BEd or PGDE programme. This ability is crucial because it facilitates students to identify important teaching occasion for their in-depth reflection. As shared by students, the development of noticing ability enhances their teaching performance in block practice as well as in the future when they become in-service teachers.
The students indeed experience another learning mode with aid of VAT, in which they have to notice their teaching, evaluate other's teaching and receive feedback from peers and course instructor. As shared by students, they become more open-minded to learn from each other. Moreover, feedback from course instructor can further guide them to critically make connections between specific events and the broader principles of teaching and learning. This is a continuous and dynamic learning as the VAT supports the cycle of noticing-receiving feedback (i.e. assessment for learning). Meanwhile, students take part in assessment as learning since they are engaged in peer assessment, in which they will give feedback to each other. In other words, they exercise the noticing ability just learnt when giving feedback. This could further strengths their learning of noticing through assessment as learning. As shared by student participants, their peers can highlight their "weakness", of which they may not be aware.
To conclude, this project can inform colleagues about how noticing can be taught and assessed with the support of VAT for developing competency of classroom teaching.
Deliverables:
Seminars/Presentations/Sharing Sessions
Lee, H. M. S. (2021, November 11). TDG Project Seminar: Assessment as and for Learning: Developing Pre-service Teacher's Noticing Ability by Collaborative Feedback through the Use of Online Video Analysis Tool [Webinar]. The Education University of Hong Kong. (Number of participants: 28) (https://repository.eduhk.hk/en/publications/tdg-project-seminar-assessment-as-and-for-learning-developing-pre)
Lee, H. M. S. (2020, November). Workshops on Learning Noticing I and II. [Online workshops]. The Education University of Hong Kong. (Number of participants: 40 students) (https://repository.eduhk.hk/en/publications/workshops-on-learning-noticing-i-and-ii)
Chan, Y. C. (2021). VBLC online video platform workshop [Webinar]. The Education University of Hong Kong. (Number of participants: 40 students) (https://repository.eduhk.hk/en/publications/vblc-online-video-platform-workshop)
Financial Year:
2019-20
Type:
TDG