Questions To Ask Before Starting With Video Coaching

Questions To Ask Before Starting With Video Coaching

Video Coaching is one thing that is being taken up by a lot of people in recent times and the reason is the likeability among students as well as the real feel it beings while being on reel for real.

It is no longer a part of professional development for teachers instead experts have taken this option to bloom in their professional area and have started working as part time teachers in their expertise.

The best part of this is that being online cuts a lot of barriers and makes it easy for the educator to reach their students. A video enabled process allows the coaches to be more flexible in observing the right episodes of instruction while empowering teachers to actively examine their own practice.

However it would be best to make some surety checks before you get into the whole things. The points below will help you get a better understanding of the various aspects related to the concept of video coaching and you would want to read them before you jump into it.  

1. Selection of Device:

The device you are going to use plays the core ole hence it is important to make the pick wisely and after giving it a good thought. The device has to be common and easy to use. There is no pint to using a high end device with clear picture quality that takes 20 minutes to set up. The picture has to be good enough and what matters more is the availability of quality audio recording. Most devices only have a pinhole microphone, which is fine for a phone call or video conference, but may leave something to be desired in classroom environments.

If the school already has recording devices, consider supplementing them with external microphones that can plug into the headphone jack or charging port. If the school is buying dedicated devices, consider a video camera with a substantial microphone—one designed for recording in noisy environments.

2. How Much Should Be Recorded & Shared

Well this is one important point. Capturing not only helps educator provide students with extra learning material or use it for their other coaching purposes but it also enables them to look into their own practices and improvise as needed. If teachers want to get into the habit of regularly viewing lesson-length videos of their classrooms, it will most likely help them improve their practice. It may also be simpler for teachers to press record at the start of a lesson and not worry about the video camera again until the lesson is over. And educators obviously have the option to edit the footage later. So if they wish to share only a part of the video with their students they can always edit and share as needed.     

A post on EdSurge mentions, “When deciding how much video to share, guide teachers to consider it as parallel to how much time an observer might need to spend to understand the topic at hand. For some topics, a video as short as 90 seconds might be sufficient, while other topics might require observers to see more instruction. In general, sharing 10-12 minutes of instruction usually provides enough evidence to analyze and work with, though shorter clips also have value. A narrow three-to-five minute segment can also help viewers focus and deepen their analysis—and may be more realistic for teachers with many items on the to-do list.”    

3. With Whom Teachers Should Share

Depending upon the strategy for professional training, you might have reasons to keep the videos private or maybe show just a glimpse of it in order to convey what you are offering under your services. In some cases, teachers might want to share footage only with a coach. Given the value of collaborative discussion of video evidence, it would be great if teachers share their clips widely with peers across the school or organization when appropriate.   

4. Minimum Time To Analyze The Video

This I believe is the most important point and maybe the trickiest as well. In almost all online coaching video material we have seen that they do mention the time a learner needs to devote in order to grasp the complete concept. There is an amount of time that must be given by the learner in order to analyze a video clip and it is completely dependent on the complexity of the instruction featured, length of the clip and depth of analysis.      

In the book, “Evidence of Practice by Adam Geller withAnnie Lewis O’Donnel”, it is mentioned, “It is important to share realistic time estimates with those analyzing videos, so they can plan appropriately. Within each strategy, we offer suggested time needed based on video length. For videos that require basic analysis of a relatively simple instructional practice, we advise spending roughly equal the runtime of the video clip. For footage that requires deeper analysis of more complicated instruction, we recommend spending one-and-a-half times the total runtime of the clip. For video that requires the deepest analysis of more complicated practices or asynchronous discussion within threaded comment, we suggest spending double the runtime of the footage. You’ll have to bring your own judgment to bear to finalize time estimates for video analysis, but these general rules should help.

This is your Go-To book if you are certain to get into Viddeo Powered professional learning as it covers all on it!

So before you outline your video coaching initiative, make sure you go through these questions. Giving a good thought and figure out what is going to work the best for you is a good start before you get to deal with the complications!

Make sure you mention your take on the same in the comment section below. 

About the Author
Author: Priyanka Gupta
Priyanka is a blogger by profession and has an increasing interest to write about the edtech space. While writing she keeps in mind the educators to come up with right resources and ideas which might be relevant for them in relation to effective use of technology in their profession and institutions/classrooms.
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