Implement video analysis across your course and program to maximize student learning. The diagram below depicts the progression of video assignments throughout a course organized into several modules. Each module represents a theme or unit on one topic and often includes two or more lessons. For example, in a course on language and literacy, one module may include two lessons on reading comprehension.

Video assignments throughout a course allow students to practice and demonstrate improvement

Module 1

Introduce students to course content and to the approach: the use of video and field-based practice centered around the Intentional Teaching Framework. Students benefit from understanding a rationale for this approach and time to prepare for implementing video analysis, such as learning how to capture, edit, compress, and upload video. When students are able to complete the introductory module in one of the first courses in the program, they don't need to spend time at the beginning of each quarter doing this and are able to move directly into content, having increased their proficiency analyzing and capturing videos of practice. Consider working with other faculty at your program to align across courses.

Also, in this first module, ask students to capture a Baseline Video, both to practice capturing a video in an early learning setting and to have a baseline example of their teaching practice to reflect on in later assignments.

Modules 2–4

Within each subsequent module, students move through the Intentional Teaching Framework (ITF) cycle of learning, focusing on each module’s topic and capturing a new video of their implementation of the practice to share with their Video Analysis CORP group.

Module 5

At the end of the course, ask students to capture a final video and compare it to their baseline, demonstrating observable, measurable improvement over time.