1. Preparing for a Videotaped Demonstration 2. Reviewing a Video Recording with Learners 3. Preparing to Use Video Trigger Tapes 4. Using Video Trigger Tapes 5. Preparing Learners for Peer Review Using Video 6. Facilitating Peer Review, Using Video
Did I ... Assess my learners' current capacities for doing the skill I intended to demonstrate? Identify the steps I take when doing the skill, and the steps beginners need to take - if there is a difference? Talk with learners who have recently mastered the skill, to help identify what beginners need? Reflect on the kind of demonstration that will be most helpful to my learners? Identify and make arrangements for the people and resources I need for the demonstration? If real or simulated patients/clients will be involved, prepare them for the demonstration? Arrange for the demonstration to be videotaped Assure that the camera operator knew what the learners needed to see and hear? Arrange for whatever video, audio, and lighting equipment was needed? If my demonstration was to be taped in a clinical setting, ensure that the location was suitable and that personnel at the site were aware of what was happening?
Adapted from: Westberg, Jane and Jason, Hilliard. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
Westberg, Jane and Jason, Hilliard. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
DID I... Review my goals, identifying those best served by triggers? Select appropriate video? Secure permission to use the video clips, if necessary? Think through when and how to use each video clip? Prepare "lead-in" comments and questions? Prepare "lead-ins" that are open-ended? Plan for mid-playback pauses, if appropriate? Prepare follow-up questions and comments? Devise a strategy for easily accessing each video clip? Make arrangements for video playback equipment? Make sure I know how to use the equipment? Check out the room where I will be teaching?
DID I... Set the stage and present a challenge before showing each trigger? After showing each trigger, repeat the challenge? Avoid telegraphing the "correct" responses? Consider asking learners to write down their responses? After asking a question, pause and wait for a response? If working with a large group, consider repeating each learner's response? React to learners' responses in nonjudgmental ways? Use neutral follow-up questions? Consider writing down the learners' responses? Rotate questions among all learners? Discuss the responses? Show support for learners whose views deviate from the norm? Provide sufficient wait time after questions posed by learners? Turn learner's questions addressed to me, back to the group, at least initially? Replay all or parts of each trigger, as appropriate? Have learners role play extensions of - or optional reactions to - the event(s) depicted in each trigger?
Adapted from: Westberg, Jane and Hilliard Jason. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
Westberg, Jane and Hilliard Jason. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.
Did I... Invite the designated learner to review his or her goals for the taped event? Invite the learner to identify any particular help he or she wanted from the group? Propose additional goals and issues for the review session, if appropriate? Help the learner prioritize his or her goals, especially if time was limited? If the group was new to peer review and the event to be critiqued was not too long, ask the learner to play the entire event once before the detailed review? Encourage the peers to take notes as they watched the recording? Model the way I wanted the peers to help each other? Make sure that the review process included a balanced, constructive discussion of the learner's work? Help learners extract general principles and strategies they can use in their future work? If any peers broke the ground rule, temporarily interrupt the review process and discuss what was happening? Give the learner an opportunity to react to the critiques of his or her peers? Invite the learner to summarize what he or she learned and to identify future learning goals? Invite the peers to critique their critiques and summarize what they learned? Provide the learners with my assessment of their critiques? In general, help prepare learners to take increasing responsibility for the leadership of the review sessions?