Using Instructional Video to Empower Teachers as Models and Stewards of Transformative Learning
Type of Presentation
Individual presentation
Brief Description of Presentation
This paper (1) explores the potential for instructional video to build capacity in culturally responsive teaching, and (2) outlines an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop, and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that showcases examples of culturally responsive teaching through digital videos that can be shared among colleagues, posted online, and presented at professional conferences. This use of instructional video is powerful because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in closing achievement gaps.
Abstract of Proposal
Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper aims to contribute to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn. Drawing from a reflection on this work, I argue that instructional video carries the potential to (1) confront and challenge prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching, (2) open up opportunities for transformative learning and invite the shift to a culturally responsive mindset, and (3) provide teachers and researchers with opportunities to examine and discuss models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. I conclude by suggesting some ways that instructional video can be adapted to provide responsive professional development in a variety of educational contexts.
Location
Coastal Georgia Center
Start Date
3-26-2016 8:10 AM
End Date
3-26-2016 9:40 AM
Recommended Citation
Fullam, Jordan P., "Using Instructional Video to Empower Teachers as Models and Stewards of Transformative Learning" (2016). International Critical Media Literacy Conference. 8.
https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2016/2016/8
Using Instructional Video to Empower Teachers as Models and Stewards of Transformative Learning
Coastal Georgia Center
Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper aims to contribute to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn. Drawing from a reflection on this work, I argue that instructional video carries the potential to (1) confront and challenge prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching, (2) open up opportunities for transformative learning and invite the shift to a culturally responsive mindset, and (3) provide teachers and researchers with opportunities to examine and discuss models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. I conclude by suggesting some ways that instructional video can be adapted to provide responsive professional development in a variety of educational contexts.