Using observations and audio/video recordings

One of the most powerful inquiry approaches involves the use of observations and recordings to gather evidence of student learning and teacher/school leader/ISTE practice. The more an educator examines a particular situation, the more they may see and understand (Stoll, Fink, and Earl, 2003).

Many ISTEs use field notes or observation sheets to record their observations. Audio and video recording can be a valuable way of gathering evidence of practice, especially when supported by transcripts. In either case, it is important to remember that it is not always possible to understand the reasoning behind people’s actions simply on the strength of an observation. This makes it important to ensure that the critical analysis of any observation is carried out in collaboration with the person or group who was being observed.

At times, discoveries made through observations and recordings can spark the dissonance that can motivate deep learning. Such learning often occurs when people are confronted by the reality of what they are actually doing and provided with feedback that helps them to compare that reality with the theories that they espouse. Dissonance can make observations an uncomfortable or even threatening experience. ISTEs need to ensure that they have the agreement of those being observed, that there is a shared understanding of the purpose of the observation, and that the data they gather is relevant to that purpose.

Case 1: Dissonance as a Catalyst for Improvement

Delwynne recalls the shock she felt when she looked at videos of her conversations with teachers and realised that rather than co-constructing new knowledge with them, she had actually been quite manipulative (see video Clip 3). But she adds that she wouldn’t have understood this without the support of two friends who viewed the video with her.

Delwynne and her colleagues went on to use video recordings to further their own learning (see video Clip 5) and that of the teachers with whom they were working (see video Clip 6). They efficiently mined their video footage for evidence, making multiple sweeps, first individually, then in pairs, and finally as a group of five. Like Delwynne, the teachers and fellow facilitators experienced a sense of dissonance as they learned to describe and explain the beliefs that sat beneath their practice and to query their effectiveness (see video Clip 7).

See also the learning stories:

• "Learning from dissonance", pages 82–83;
• "Using data within a professional learning approach", pages 174–175.

Recommended reading

Bishop, R., Berryman, M., Tiakiwai, S., and Richardson, C. (2003). Te Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education. Available on the Te Kōtahitanga publication home page.
Pages 126–132 of this report describe the design and use of in-class observations to “provide data for the research project and at the same time, feedback to the teachers on how well they were transforming this relationship and interactions with the Māori students in their classes” (page 131).

Return to top