Three faculty members (math, social studies, science) reflect on how they used YouTubes to evaluate pre-service teachers lesson acumen and how they created models with YouTube. Considerations of the modeling, the lessons students created, and the assessments within each class are reviewed, then final conclusions and next steps are considered.

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Can YouTube Help Teacher
Education?
Abendroth, Ed.D. Mark.Abendroth@esc.edu
Golzy, Ph.D. John.Golzy@esc.edu
O’Connor, Ph.D. Eileen.Oconnor@esc.edu
Empire State College
CIT 2011, Oneonta, NY

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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MASTER OF ARTS IN TEACHING
An alternative teacher certification
program for adult learners

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TRANSITIONAL B
CERTIFICATION
• Purpose: to meet needs of under-resourced
schools.
• Earned after first year of courses, 50 hours
of field experience, & passing CST and
LAST exams.
• Leads to NYS Initial Teacher Certification
after two years of mentored teaching.

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Year 1
• Effective Urban Schools
• Child & Adolescent Development
• Teaching & Learning
• Exceptionalities
• Teaching Diverse Learners

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Year 2
• Teaching & Curriculum
• Mentored Teaching 1
• Educational Evaluation
• Mentored Teaching 2
• Content Area Studies

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Year 3
• Literacy
• Mentored Teaching 3
• Literacy across Curriculum
• MAT Portfolio

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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Procedural Vs. Conceptual Lesson
• A procedural lesson is about how to do
something, and how to get the answer to an
exercise.
• A conceptual lesson is about why something
works. It allows students modify
previously learned concepts to solve new
problems.

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A Procedural Lesson
• Use FOIL to expand (x + 3)(2x + 4).
• FOIL stands for “First, Outer, Inner, Last.”
• Therefore, (x + 3)(2x + 4 ) = 2x2
+ 4x + 6x + 12

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A Conceptual Lesson
• Views (x + 3)(2x + 4) as a distribution.
• How many marbles do I need if I am distributing 5
marbles to each of my 23 students? 5 * 23 = 115
• How many… 2 red and 3 green marbles to each of my 23
students? (2 + 3)(23) = 46 + 69 = 115
• …
• How many… 2 red and 3 green marbles to each of my10
male and 13 female students? (2 + 3)(10 + 13) = 20 +….
• What do you think (x + 3)(2x + 4) is equal to?

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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YouTube on Solving linear Equations
1. Linking this solution to opening a gift box.
2. My “teenage students” helped me write all the
steps to wrap a gift.
3. “Students” conceptualized “variable” and “solve.”
4. We wrote all the steps to open the gift.
5. We “wrapped” a linear equation.
6. Using lessons learned in #4, we solved the
equation.

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T&L _ Mathematics
Modeling
Micro-Teaching
Assessment

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Assessment
Posting YouTube was optional. However, 11
out of 14 students participated.
1.Analysis of the micro-teachings.
2.Students emulating my lesson.

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Analysis of the Lessons
• Identification of positive aspects of the lesson:
– Instructor: 9 comments.
– Peers: 39 comments.
• Constructive suggestions:
– Instructor: 21 comments.
– Peers: 15 comments.

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Students Emulating Instructor’s Lesson
• As if teaching “live” students: 8/9, 2 students
had live students.
• Deliberatively complimenting students: 9/11
• Lessons based on real-life applications: 7/11
• Anticipating and accepting incorrect answers:
5/11.
• Starting the lesson as if it had nothing to do with
math: 2/11.

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In one discussion a student indicated
that, “Conceptual teaching is not a big
deal, we are already doing it. I wonder
why our host teachers don’t teach
conceptually….”

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MAT Program
Teaching & Learning _ Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

24. Science Education: Last year’s pilot
with YouTube
• Allowed the instructor to observe and assess
science applications, lab examples, and use of
science technologies
• But students (pre-service teachers) had
difficult time shifting to student-centered,
inquiry-based science
– Most YouTube demo lessons focused on teacher
telling and demonstrating science and not
engaging the students

26. This year: team composition &
effectiveness after the first YouTube
• 15 students; most teams comprised of 3 or more;
generally work at a distance from each other
• Grouped mostly by content area (chemistry / physics
had small #’s so they worked together)
• Results: teams w/ K12 experience were less effective
in implementing inquiry, for example . . .
Earth sci Bio Chem Physics
# of teams 1 3 1 1
# in team 3 3/4 2 1
K12 schools? No Yes No No
Effective? Very Poor at 1st
Modest Very

27. Even with the initial inquiry discussions
the initial YT’s were problematic

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T&L _ Science
Modeling
Micro-Teaching
Assessment

29. Thus, the instructor modeled what
wasn’t seen in the first lesson
using prompts on the screen to reinforce
research-based ideas being conveyed

30. Screen prompts & exhibited materials
reinforced the use of inquiry & student
centered techniques

31. The instructor YT’s even showed advanced ways to
engage a classroom –such as, students design their
own survey and teacher critiques the survey

32. The instructor also modeled the use of
spreadsheets and a discussion about data with
the K12 class that might ensue

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T&L _ Science
Modeling
Micro-Teaching
Assessment

34. Assignment details
• Before the next two YouTubes were presented,
the students had to review the instructor YT and
answer questions that focused them on inquiry-
based, student-centered techniques
• The assignment required that the YouTubes give
evidence of specific approaches & techniques
• (Details on assessment later in the presentation)

35. After viewing & discussing the model from
instructor, the students (pre-service teachers)
demonstrate better engagement with future
K12 students & the tech that will be used

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T&L _ Science
Modeling
Micro-Teaching
Assessment

42. Assessment details (science)
• The assignment required that the YouTubes
give evidence of specific approaches &
techniques
• A justification of the YT created had to be
included from the textbook & literature
• What follows is: the assignment; the
justification table; and the assessment rubric

43. Assignment for the data probe YT

44. Justification Table

45. Science Rubric – assess on YT & on the
justification

46. YouTube demonstrates (and thus
allows assessment of) multiple
competencies
• The science lesson & student engagement
• The preservice teachers use of technology
• The questioning techniques the preservice
teacher is using with the hypothetical
audience
– In the previous pilot, the preservice teachers had
more difficulty with student-centered teaching

47. Overall
• Pleased the YouTube’s provided a way to evaluate
performance online, by a content expert faculty
• YT’s more closely approximates teaching then a
lesson plan alone – lesson plans were still required
• The modeling of research-based techniques, too
seldom seen in K12 (such as, inquiry), seemed to
help students understand these approaches – as
evident in their later YT’s

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Modeling for Microteaching of
Social Studies

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Pre-Microteaching Process
• I model excerpt reading
• Students read & interpret excerpt
• I model microteaching

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Excerpt Reading
• Introduction to the essay or speech
• Reading of excerpt
• Interpretation

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Reflections on Excerpt Readings
• My model reading involved too long an
excerpt.
• 30-second introduction, 5-minute reading,
one-minute interpretation.
• Students made same mistake.
• Next time I will model reading of 3 minutes
or less.

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Microteaching Rubric Criteria
• Aligning with objective(s)
• Experiential
• Inquiry-based
• Interactive

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Modeling Microteaching
• I read objective.
• Students imagine they would live somewhere
with a different culture.
• Prepare interview questions for person of that
culture; compare questions with partner.
• I introduce “Nine Universals of Culture.”
• Students compare questions to universals.

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Minimally Produced Video
• I held up papers to show text that would be
on a screen.
• Used narration.
• Invited viewers to hit pause while
brainstorming interview questions.

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What I’ll Change
• Make it more of an authentic simulation.
• Call on students, demonstrate wait-time.
• Try to move all narration to one place –
introduction.

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Students’ Microteachings for
Social Studies

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General Observations
• Students emulated me with paper signs and
narration breaks – some exceptions.
• Seemed more comfortable than with first
video (excerpt reading.)
• Two of eleven taught with an audience of
fellow pre-service teachers.
• Some tended to rely on lecture with
discussion questions.

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What to Change
• Have students deliver microteaching with
metacognition for experiential learning,
inquiry, and interaction.
– “I want to start with your experience.”
– “I want to know what questions you have
before I go further with the lesson.”
• “Now I want you to discuss this new
concept with a peer.”

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T&L _ Social Studies
Modeling
Micro-Teaching
Assessment

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Assessing Microteachings of
Social Studies

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Peer Assessment
• Students assess each other’s YouTube and
lesson plan based on the rubric in a
threaded discussion.
• Required to assess at least at least two
peers.
• No second peer assessment for anyone until
all others have at least one.

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Observations on Peer Assessment
• Followed the rubric to varying degrees.
• Some received several, others only one.
• General reluctance to be critical.

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Changes to Peer Assessment
• Have students participate in making rubric.
• Require score and comment for each rubric
category.
• Assign students randomly to groups in
order to equalize number of assessments
received.

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My Assessment
• Used rubric to assess YouTube and lesson
plan in assignment drop box.
• Invited students to improve on lesson plan
after giving feedback.

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Reflections on My Assessment
• YouTube greatly enhanced my overall
assessment of students’ work.
• I could see each student as a unique person
and not just as one of my eleven students.
• The video allowed me to have visual and
audio evidence that the social studies lesson
on paper is delivered with skillful teaching.

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Changes for My Assessment
• Will look for cues in the video that the
student is mindful of explicit provisions for
experiential learning, inquiry, and
interaction.
• Will give students option for a second
microteaching, which would not be graded.

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MAT Program
Teaching & Learning Structure
T&L _ Mathematics
T&L _ Science
T&L _ Social Studies
Conclusion

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Overall – All Faculty Perspective
• Although our approaches were different, we
all had a need to observe students efforts
and to bring new approaches to teaching; in
general:
– We were able to know our students better
– We were able to model techniques and see
students learn from observing us
– We will continue to work with and improve our
efforts with using shared videos (YouTubes) in
our online classes

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Can YouTube Help Teacher
Education?
Abendroth, Ed.D. Mark.Abendroth@esc.edu
Golzy, Ph.D. John.Golzy@esc.edu
O’Connor, Ph.D. Eileen.Oconnor@esc.edu
Empire State College
CIT 2011, Oneonta, NY