We have watched a couple of videos of teaching/learning in our department meetings so far: see this post and then this one. We are developing a process for watching the videos (once a week), which is currently:
- First viewing, during which each member of the team makes notes on what stands out for them, without evaluation.
- First conversation, to identify a basic-level action as a focus for the second viewing.
- Second viewing, viewed through the lens of the agreed focus.
- Second conversation, to discuss the basic-level action and the (possible) impact on learning.
- Conclusion: How might we use this basic-level action in our teaching?
The next week, we start by talking about how the previous week's discussion/focus/action has affected our practice. How did we employ the action? What evidence do we have that it improved learning?
This is much like this protocol written by @wimbs [for instructional practices/routines, we talk about basic-level actions]:
The immediate aim is to identify pedagogical actions that might improve students' learning, to be able to name these actions, to develop a language with which we can talk about good practice.
We must not forget that the underlying aim is to improve learning. I think these questions from this article on Improvement Science by @DavidPriceOBE are useful to keep in mind:
Perhaps the biggest challenge is #2 - trying to identify to what extent the basic-level actions improve learning.