Combining video analysis with the well-known Gradual Release of Responsibility (GRR) model, this book offers teacher educators a fresh perspective and a new tool for supporting teachers’ learning and reflection. The clearly articulated and useful framework shifts the focus away from children and toward teachers’ thinking about their own teaching practice. Interwoven with practical examples of the framework in use, this book identifies ways that teachers and teacher educators can foster more productive kinds of reflection about video-recorded classroom interactions and support preservice and inservice teachers. Offering key tools such as templates for reflection, video viewing guides, self-analysis checklists, and activities, this book moves the field forward and establishes video reflection and the GRR process as critical tools for teacher reflection, professional development, and effective teaching and learning.
|Publisher:||Taylor & Francis|
|Sold by:||Barnes & Noble|
|File size:||7 MB|
About the Author
Mary B. McVee is Professor of Literacy Education and Director of the Center for Literacy & Reading Instruction (CLaRI) at the University at Buffalo, SUNY, USA.
Lynn E. Shanahan is Associate Professor of Literacy Education at University at Buffalo, SUNY, USA.
H. Emily Hayden is Assistant Professor of Literacy Education at Iowa State University, Ames, USA.
Fenice B. Boyd is Professor and Chair of the Instruction and Teacher Education Department at University of South Carolina, USA.
P. David Pearson is former Dean and Professor in Language and Literacy and Human Development at the University of California Berkeley, USA.
Table of Contents
Chapter 1. The Genesis of the Gradual Release of Responsibility Model
Chapter 2. Learning through a Pedagogy of Video Reflection and the Gradual Release of Responsibility Model
Chapter 3. "I Never Knew I Did that Until I Watched this Video!" Establishing a Community of Practice to Support Collective Reflection, Risk-Taking, and Trust
Chapter 4. What Does It Mean to Reflect on the Practice of Teaching?
Chapter 5. Taking the Long View by Focusing on Description: Examining Agency, Bias, and the Messy Parts of Teaching
Chapter 6. Using Video for Reflection as an Independent Learner in a Field-based Practicum
Chapter 7. The Gradual Release of Responsibility for Self-Reflection: Transitioning from a Literacy Coach to a Social Studies Teacher, with Jennifer Sharples Reichenberg
Chapter 8. Looking Beyond What You See: Critical Inquiry and Video Reflection through Positioning Analysis and Story
Chapter 9. The Gradual Release of Responsibility Model and a Pedagogy of Video Reflection: Where to from here?