MORE Clips from the Classroom videos from the Research Schools Network – the video is not the hero, it’s how we scaffold the watch

New Clips from the Classroom videos to support professional development in schools
Author
Kirsten Mould
Kirsten Mould
Senior Content and Engagement Manager

Kirsten Mould, Senior Content and Engagement Manager, introduces new additions to the Research Schools Network collection of Clips from the Classroom videos

Blogs •3 minutes •

Video exemplification can be a powerful tool for exploring decision-making in authentic classroom contexts.

The Clips from the Classroom video collection from the 32 Research Schools across England provide a powerful pedagogical library to bookmark as you consider planning professional development in your school. There are now more videos added to the collection.

We know that research evidence suggests that, to realise its full potential, it is important to support colleagues to engage in reflection, dialogue and ongoing analysis of practice videos. This way we can:

  • facilitate focused and productive discussion – highlighting precision of practice, using probing questions and challenging ideas,
  • maintain focus on the right things – redirecting attention, signposting research evidence and identifying connections, and
  • promote collaboration, inviting colleagues to consider their own practice.

Despite the thoughtful dedication in creating these videos and the championing of those teachers prepared to be filmed, we have to admit, the video is not the hero. The impact comes from how we scaffold the watch.

To support you in using this video library well, the ​‘Noticing Notes’ document, developed by Research Schools, outline possible actions for facilitators when supporting analysis of video during professional development.

Whilst not intended as an exhaustive list or checklist, it provides a starting point for facilitators when considering how to better promote exploration and discussion of classroom practice in PD.

The Clips from the Classroom video library is rooted in approaches likely to impact the attainment of our most disadvantaged pupils. So please do browse the classroom clips which now include:

Lancashire Research School focus on closing the word gap with Whitefield Infant School and Nursery: looking at opportunities for language learning, focusing on oral language as the foundation for learning.

Gloucestershire Research School show us work on metacognition they have been doing with Bishops Cleeve Primary Academy: teaching, modelling and scaffolding the metacognitive skill of planning in primary mathematics.

Aspirer Research School focus on: Metacognition and self-regulated learning: activating prior knowledge using the 7‑step model with Wilbraham Primary School.

What next?

Explore the Clips from the Classroom video collection here.

For those seeking to read more about using video in professional development may find the following short papers of interest:

  • Hatch, T., Shuttleworth, J., Jaffee, A.T., Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education? Journal of Teaching and Teacher Education, 59(2016), 274 – 284.
  • Ramos, J. L., Cattaneo, A. A., de Jong, F. P., & Espadeiro, R. G. (2022). Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education, 54(5), pp.695 – 718.
  • Van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), pp.340 – 356.