Professional Internship

Videotaping/Video Analysis

Questions and Answers about Videotaping of Professional Interns

1. What is the purpose of the videotape? Why?

The purpose of a self-videotape and its analysis is to provide a professional intern with a medium to present himself/herself in action and to allow the intern to perform a self-assessment of his/her performance as a teacher. It is a unique experience that focuses on the student’s visual and auditory impacts in the classroom. It also enables a student to receive objective feedback from the university supervisor/clinical instructor and the cooperating teacher, that in turn, builds confidence and may lead to significant growth in classroom teaching.

2. Do I have to be videotaped? Is it a requirement of the professional internship to be

videotaped?

Yes. All professional interns are to be videotaped unless the principal of the assigned school or the school district discourages it. If a videotaping cannot be completed in the school to which a student is assigned, please arrange with the university supervisor/clinical instructor for a sixth narrative observation to be completed. It is imperative that the cooperating teacher and administrator know early that a videotape is to be made, in case approval must be procured.

3. How will the videotaping be completed?

Each student is to make his/her own arrangements for the use of a camcorder and monitor. A camcorder must be used to record your lesson. This can be in any type of format (VHS, Digital, MiniVD, DVD); however, the recording must be able to be played back on a monitor for the supervisor/cooperating teacher. Viewing the recording on the camcorder for assessment purposes is not acceptable.

4. When should the taping occur and how long should it be?

Videotaping is to be completed between week seven (7) and week ten (10) of the professional internship. Taping of an entire lesson is encouraged.

5. 5. What should be included in the taping?

1. Introduction. (See suggested format in Appendix M)

2. Initial stages of the lesson: Objective, motivation, presentation of tape

3. Instructional strategies

4. Closure; a summary or review

6. Who will view the videotape?

The student is to view the video first, as soon after the experience as possible, to ensure the quality of the taping and to allow an opportunity for a second taping if the quality is poor. Each professional intern is then to arrange for a viewing of the lesson. At that time, the university supervisor/clinical instructor will view and assess the taping. The cooperating teacher should also be invited to view the tape as well.

7. Any tips for producing a successful videotape?

1. Yellows, golds, and light shades of blue and green are some of the best colors to wear. Patterned fabrics, or the colors, white, ivory, purple, violet, maroon, red, black, or any dark colors do not show up well on camera.

2. Avoid jewelry, pens, and badges that cause flashes of light or distracting noises. Remember that any dark color makeup will show up even darker on video.

3. Prepare any visual aids in a rectangular format. Keep the important information well centered.

4. Pay special attention to type size on a visual as well as the number of lines. Research suggests no more than seven (7) lines in height or width. If writing on the board, use white chalk. Write large and legibly.

5. Remember that a presentation has two audiences: The live audience (class) and the video camera that will take the presentation to other audiences. Maintain eye contact with the audience and look at the camera from time to time. It’s a good idea to discuss special movements with the camera operator before shooting, and avoid making sudden moves or turn away from the camera.

6. Speak slowly when being recorded and repeat questions from the class.

7. Select a position so that the camera is not shooting into the light. If standing in front of a window, draw the shades, otherwise the professional intern will appear as a silhouette.

8. What happens to the tape after viewing?

After the tape is viewed and assessed by the student, supervisor/clinical instructor and the cooperating teacher, the videotape becomes the property of the student. The student may wish to use the video as part of his/her professional portfolio. It may be helpful in the pursuit of employment.