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I read "Video Promoting Increased Noticing."  I appreciate the fact that when the mentor and mentee have a chance to watch a lesson together, they are better able to critique different aspects of the lesson as a team.  The text says, "Coachingsm supported by video increases noticing by supporting memory, providing clarity to noticing elements of practice instructional and objectivity by allowing the coachee to actively participate in the gathering of data." It is very powerful to look at what happened from a different vantage point with the intentions and benefits of hindsight.

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I read the article "Video as a Catalyst for Improved Practice."  I also know that when I have gone to a professional development, watching videos of other teachers practicing strategies has provided me much insight. So, I absolutely agree that seeing yourself teaching a lesson can make you aware and lead towards self-reflection of your practices. Thinking back to an observation earlier in the year, my participating teacher video-taped a lesson.  When he sent the link to me, I found that he was already commenting on what worked and what he wanted to change before I even had a chance to view it.  Having my participating teacher watch himself lead to a deeper, reflective conversation that he was mostly driving.

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A teacher’s reaction to seeing the lesson through his/her own eyes can be very telling to a coach.

Watching yourself back is very invasive and awkward, but it does allow us to see and hear how we actually are teaching students and gives us insight on how to adapt.

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I read the article, "Video as a Third Point for Reflection". As the article points out, having teachers share their data (as opposed to data provided by a mentor), can be very powerful. Since video is free from bias, a teacher can see herself as she really is, and her students respond to her instruction as they do during the lesson. I think it would be really interesting to see what the teacher thinks about a part of the lesson (such as student engagement, her use of a strategy she has been working on) before watching the video, and whether her perception changes after viewing the lesson as that "third point" for reflection.

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I read the article "Video as Accelerator of Reflection: Teachers Seeing Their Practice Through Their Own Eyes." My favorite activities as I was preparing myself as a new teacher were the ones in which I was able to reflect on my practice because they were the ones that provided the opportunity for more growth. Reflecting on their lessons through video is important for new teachers because re-calling a lesson is difficult when so many things happen during a lesson. These are always my favorite assignments.

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I read the article, "Video Promoting Increased Noticing."  Video taping a lesson is truly a powerful tool. Video supports memory, recall and clarity. The information we see in the video will include what the teacher noticed after the lesson as well as words, actions and reactions that were unnoticed or not remembered. The video can be re-viewed instead of just relying on memory.

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I chose to read the section, Video as an Accelerator Reflection. What I really liked about this article is using video to reflect on teaching through the students. What were they doing while I am teaching? How are they reacting to my teaching? What did I notice by watching them. How did they receive my lesson. Answering this different questions can help teachers reflect on their lessons and find way to improve them. Seeing students in the moment can be one of the best indicators of how the lesson is going.

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I read "Video as a Catalyst for Improved Practice." This article pushed me to reread some of Costa and Lipton's work on the Five states of mind and how to use them during cognitive coaching. I realize that I have fallen into an assignment explainer and supporter instead of a coach who encourages subtle shifts of mind with new teachers. I found some great scenarios about applying the states of mind when working with my year 1 and year 2 teachers.

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I am a visual learner and I selected the article on "Video Promoting Noticing," because I believe it is something I could do and add to  my Candidate's Observation Notes. In Cognitive Coaching the goal is to increase resourcefulness and skills within a discipline of the person being coached. Coaching is designed to support the structure of the noticing. It leads to thinking and awareness. Our first Observation is for Class Management and the Video enhances the noticing and thinking in the conversation.

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I read "Video as Accelerator of Reflection: Teachers Seeing Their Practice Through Their Own Eyes". The following quote resonated with me "I can see myself, hear myself, and see the impact of my words and actions on students". The article also states how we have a lot of cognitive load throughout the day that we generalize much of what happens. When we see it through a video, we are able to not be clouded by the cognitive load. 

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I read "Video as Accelerator of Reflection: Teachers Seeing Their Practice Through Their Own Eyes". The following quote resonated with me "I can see myself, hear myself, and see the impact of my words and actions on students". The article also states how we have a lot of cognitive load throughout the day that we generalize much of what happens. When we see it through a video, we are able to not be clouded by the cognitive load. 

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I can see myself, hear myself, and see the impact of my words and actions on students

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I can see myself, hear myself, and see the impact of my words and actions on students

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I also read the article Video Promoting Increased Noticing. As a coach, I think it is really important to have the teacher recall and reflect before I offer feedback.

The data that one sees from video will include what they noticed in their initial reflection as well as words, actions and reactions that were unnoticed or not remembered. Video truly enhances the noticing and thinking in the conversation.

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I read the article, "Video Promoting Increased Noticing." The big take away from this article is that newer teachers can reflect and improve on their practice better by observing and analyzing video of their teaching practice. If teachers are forced to rely on their memory alone, it is not so reliable.  It can be helpful for coaches/mentor teachers to be able to review the video alongside the mentee. I particularly liked the question,  “How does what you observed compare with what you thought happened?” because we often don't notice certain aspects of our teaching practice until we observe it from the outside.

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I found the idea of using video as a means for the coach to see a teacher’s reaction - seeing the lesson through his/her own eyes- and interesting point. Although i disagree that the take away will be objective, I do think that the interaction can best help the coach understand and therefore better assist the teacher in their assessment of self.

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I read the article, "Video as an Accelerator of Reflection". I liked the ideas of referring back to a video with the teacher and using it as a jumping off point for conversation about a lesson. I think this lends itself to allowing the teacher to lead the conversation while reflecting on their own teaching. It is a challenge, and takes years of practice to be aware of all that is happening in a classroom at any given time. So using a video to highlight some of those things can be really powerful, while nonthreatening. Using video to help teachers reflect on their own teaching allows them to discover things about their own teaching, which is ultimately what we want all teachers to do on a regular basis.

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I chose

"Video as a Third Point for Reflection"

I found the questions helpful for use when using the video as a third point with the candidate, after the observation. The questions promote a concrete conversation, eliminating any bias or emotion.
These are often my "go to" questions when watching a video observation:
• As you watch yourself, what do you notice about your decisions and their impact? (craftsmanship)
• As you planned this lesson, you chose …. After watching your video, what options might you now consider? (flexibility)
• As you watch your video, what are some of the things you are doing to make it go so well? (efficacy)

These questions help the candidate become more self-reflective and realistic, but also promote positivity and a strengthening relationship between the mentor and candidate.

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An effective coaching question to use with a candidate who uses video to record a lesson is, "How does what you observed compare with what you thought happened?" Even though it may be uncomfortable to record yourself and watch it back, having video of a lesson can be a very powerful tool for teachers to notice everything going on during the lesson.