video - STEM4EC Blog - stem4ec2024-03-19T04:16:13Zhttps://stem4ec.ning.com/blog/feed/tag/videoThe Power of Utilizing Video to Support Reflective Practicehttps://stem4ec.ning.com/blog/the-power-of-utilizing-video-to-support-reflective-practice2023-02-24T18:35:32.000Z2023-02-24T18:35:32.000ZSTEMIE Centerhttps://stem4ec.ning.com/members/stemie<div><div class="blurb">
<p style="text-align:left;"><span style="font-size:12pt;">Do you know video demonstrations can be a great tool to enhance practitioners' practice? Check out this blog post to learn more!</span></p>
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<p><span style="font-size:12pt;"><a href="{{#staticFileLink}}9877129668,RESIZE_180x180{{/staticFileLink}}"><img class="align-full" src="{{#staticFileLink}}9877129668,RESIZE_180x180{{/staticFileLink}}" alt="9877129668?profile=RESIZE_180x180" width="100" /></a>By Elica Sharifnia, PhD. </span></p>
<p><span style="font-size:12pt;"><strong>Postdoctoral Research Fellow at the Marsico Institute for Early Learning at the University of Denver</strong></span></p>
<p><span style="font-size:12pt;"><a href="{{#staticFileLink}}4227604811,RESIZE_710x{{/staticFileLink}}"><img class="align-full" src="{{#staticFileLink}}4227604811,RESIZE_180x180{{/staticFileLink}}" alt="Hsiuwen Yang's headshot" width="100" /></a>By Hsiu-Wen Yang, PhD. </span></p>
<p><span style="font-size:12pt;"><strong>Technical Assistance Specialist at STEM Innovation for Inclusion in Early Education Center (STEMIE)</strong></span></p>
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<p><span style="font-size:12pt;">Video demonstrations are commonly used to support pre-service and in-service practitioners’ observations and reflections (Marsh & Mitchell, 2013). Research has demonstrated that when professional development is provided through the effective use of videos, it can increase teachers’ understanding of teaching practices and foster reflection about their own practices (Major & Watson, 2018). This blog post uses video clips as well as a list of reflective questions to help practitioners identify ways to promote STEM learning for all children and reflect on how they can be applied in their own classrooms.</span></p>
<p><span style="font-size:12pt;"><strong>Video Description:</strong></span></p>
<p><span style="font-size:12pt;">The video clip shows how two preschoolers in an inclusive early childhood classroom are engaging in a STEM learning experience at center time with a STEMIE team member, Jaclyn. She is supporting the children’s understanding of the Physical Science concept of force and motion. The child on the left hand side of the video typically enjoys playing in the block center. One of the main IEP goals for this child is to support his communication skills during play with peers and adults.</span></p>
<p><iframe title="YouTube video player" src="https://www.youtube.com/embed/AxJg-olJ9rg" width="500" height="315" frameborder="0" allowfullscreen=""></iframe></p>
<p><span style="font-size:12pt;"><strong>Discussion Guide:</strong> </span><br /> <span style="font-size:12pt;"> As you watch the video the first time, think about what you notice about the children’s thinking, engagement, and the adult scaffolding.</span></p>
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<li><span style="font-size:12pt;">What do you notice about the children’s understanding of force and motion as they engage with the materials? (Pay attention to children’s actions/behaviors and verbal responses.)</span></li>
<li><span style="font-size:12pt;">How does the adult scaffold the children's understanding of force and motion during this experience? What are some examples?</span></li>
<li><span style="font-size:12pt;">How does the adult foster inclusion in this experience?</span></li>
<li><span style="font-size:12pt;">How does the adult support the child’s IEP goal?</span></li>
<li><span style="font-size:12pt;">How would you incorporate adaptations in this experience?</span></li>
<li><span style="font-size:12pt;">How could you scaffold children’s understanding of force and motion and participation in STEM learning experiences in your own practice? </span></li>
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<p><span style="font-size:12pt;"><em>Note: Scaffold refers to providing “prompts and hints to support the learner and then gradually withdraw these supports as the learner performs with increased independence”(Bodrova & Leong, 2012)</em></span></p>
<p><span style="font-size:12pt;"><strong>References</strong></span></p>
<div class="csl-bib-body" style="line-height:2;margin-left:2em;text-indent:-2em;">
<div class="csl-entry"><span style="font-size:12pt;">Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: The state of the field, limitations and possibilities. <em>Technology, Pedagogy and Education</em>, <em>27</em>(1), 49–68. <a href="https://doi.org/10.1080/1475939X.2017.1361469">https://doi.org/10.1080/1475939X.2017.1361469</a></span></div>
<div class="csl-entry"><span style="font-size:12pt;">Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. <em>Teacher Development</em>, <em>18</em>(3), 403–417. <a href="https://doi.org/10.1080/13664530.2014.938106">https://doi.org/10.1080/13664530.2014.938106</a></span></div>
</div></div>Perspectives: Inclusion Right from the Starthttps://stem4ec.ning.com/blog/perspectives-inclusion-right-from-the-start2019-10-21T00:50:34.000Z2019-10-21T00:50:34.000ZSTEMIE Centerhttps://stem4ec.ning.com/members/stemie<div><div class="blurb">
<p>Meet Alex, a fifth-grader, who found math challenging when he was younger. But now is acing Math classes with a little help from a calculator and lots of encouragement and support from people who believe in what he CAN do.</p>
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<p style="text-align:left;"><strong><a href="{{#staticFileLink}}3516540102,RESIZE_710x{{/staticFileLink}}"><img class="align-full" src="{{#staticFileLink}}3516540102,RESIZE_180x180{{/staticFileLink}}" alt="Chih-ing lim's headshot" width="100" /></a>by <br />
Chih-Ing Lim, PhD. <br />
Co-director of the STEM Innovation for Inclusion in Early Education Center (STEMIE)</strong></p>
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<p>In my blog post on September 19, 2019, I discussed the disparity in STEM learning opportunities for children with disabilities. We know from research that teaching and learning early science and math is associated with later achievement. We also have research that tells us that preschool mathematics knowledge predicts adults' earning potential (Geary et al., 2013). Given all these, why do we continue to deny children, especially those with disabilities the opportunity to develop their STEM knowledge and skills?</p>
<p>Meet Alex, a fifth-grader, who found math challenging when he was younger. But now he is acing Math classes with a little help from a calculator and support from people who believe in what he CAN do. In Alex’s own words, he shared, “I'm so lucky to be surrounded by people who believe in me and support me. I just wish every kid with a disability can have the same opportunities and experiences as me.”</p>
<p>Watch Alex in action. </p>
<p><iframe src="https://www.youtube.com/embed/dWgpqHGEcfM?rel=0" width="560" height="315" frameborder="0" allowfullscreen=""></iframe></p>
<div class="engagement">What are some ways you and others engage young children in STEM learning? Let us know below or on <a href="https://www.facebook.com/STEMIIEE/" target="_blank">Facebook</a> <strong>or <a href="https://twitter.com/stemiiee" target="_blank">Twitter</a>.</strong></div></div>