Intervention into the teaching skills based on video interaction guidance case study of a physics te

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Intervention into the teaching skills based on
video interaction guidance case study of a
physics teacher

• Marcela Miková

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Structure of the presentation

• CPV Video Study of physics teaching
• Videoanalysis
• Videoanalysis data processing
• Results
• Case study a physic teacher (an extreme case)
• Description
• Graph opportunity to talk
• Graph formy výuky
• Intervention into the teaching skills based on
  Video interaction guidance

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CPV Video Study of physics teaching

• The research was carried out in 2004 and 2005.
• Research sample teachers of physics in lower
  secondary schools in Brno, 13 teachers (7 men, 6
  women), 418 pupils
• 62 lessons of physics taught at lower secondary
  schools in Brno were videotaped and analysed.

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Videoanalysis

• When analysing the videos, we focused on
• methodological perspective (phases of the
  lesson, teaching forms, etc.)
• communicative perspective (opportunity to talk)
• Further analyses of the content are planned
• We used the software
• Videograph Statistics SPSS

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Videoanalysis data processing

• The lesson runs in this window.
• The categories appear in this window, for example
  phases of the lesson.
• This window shows the transcription of the
  lesson.
• In this window, the lesson is coded according to
  the videorecording.

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Results Graph opportunity to talk
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Extrem case description

• Teachers name Zdenek
• Teacher of physics and mathematics
• Experience one year
• Number of lessons taped 2 lessons (electric
  circuit)
• Recorded on two videocameras one aimed at the
  teacher, one directed towards the pupils.
• Contacted after useful cooperation on the
  Videostudy of physics project

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Why is this teacher an extreme case?

• Opportunity to talk teachers talking time
  extremely long, compared to the talking time of
  all pupils - in lesson 1, the teacher spoke19,88
  times more than all the pupils together, - in
  lesson 2, the teacher spoke 24,44 times more than
  all the pupils together.

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• The high talking rate of the teacher is reflected
  in the teaching forms.Those forms based on
  teachers activity appeared much more often in
  the lesson than those based on the activity of
  the pupils

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Intervention into the teaching skills based on
Video interaction guidance

• Findings
• Teacher spoke 20 times more than all pupils
  together on average WHY? Possible reasons
• he is a beginning teacher (1 year of practice)
• the teacher employed those teaching method that
  he remembered from his university studies
  especially the lecture
• The teacher was shown the findings and was
  offered help with the method of video interaction
  guidance. He agreed.

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Description of the present state(based on the
videotaped lessons)

• the teacher tries to transfer as much information
  as possible, the information is very detailed for
  pupils in the nineth grade
• the teacher interconnects the content of the
  physics lesson with ecology topics (leading
  pupils to protecting the environment)
• the most frequently used method is the lecture
• the teacher activates the pupils with questions,
  but he does not give them enough time to answer
  them the questions are often of very high
  cognitive nature and not all students understand
  them
• forms based on the teachers activity predominate
  (explanation, dictation)
• the teacher keeps good eye contact, monitors the
  classroom, praises pupil when their answers are
  correct, gives real-life examples

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The teachers communicative pattern

• the teacher preferes explanation
• T ? PP
• (teachers monologue)

• the teacher tries tolead a dialogue
• T ? PP or T ?P
• (the teacher asks a question, one pupil answers
  and is praised)
• P ? T
• (rarely)

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Aim of the work

• The aim of the work worded by the teacher
• To help me develop communicative skills so as
  to provide the pupils with more room to express
  themselves

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Proposed steps to be undertaken

• Strenghten and appreciate those skills that the
  teacher already has (e.g. keeping eye conatact,
  praising pupils).
• Work on the skills of asking questions and their
  content (asking open questions, short question,
  use words adequate to the age of the pupils, ask
  secondary questions)
• Provide pupil with enough time to answer the
  teachers questions
• To exploit a wide selection of teaching forms and
  phases (pupils experimenting, didactic
  activities, group work)
• Learn to select the teaching content adequately
  (basic content for all the pupils, supplemental
  content for talented ones) and to eliminate the
  overuse of terminology

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• Thank you for your attention.
• PhDr. Marcela Miková, Ph.D.
• Faculty of Education Masaryk University
• Educational Research Centre
• Porící 31
• 603 00 Brno
• Czech Republic
• Tel. [phone]
• E-mail marceli_at_email.cz, mikova_at_fsps.muni.cz