Teacher Education

Real-Time Feedback is a Difference Maker

A short video clip on how real-time coaching and feedback is moving the needle at the University of Texas at Austin

Hear what a difference it makes for teachers to be able to watch their own instruction and respond to in-the-moment feedback by rewatching themselves. Watch the Full Webinar


Michelle Lambert-Yuhasz:

She is saying she’s coaching in real time, meaning we’re watching the video, and let’s say I noticed they did choral response. Oh, and I immediately right there, I’ll say, “Doing choral response is a great way to engage all of your students.” That’s a good opportunity, that you did that very tight, your routines, or whatever. So I’m making a comment and they actually get the feedback in real time. The difference is, in complimenting that with in-person, is in-person, when we’re sitting and we’re observing, and you know this, those of you that are doing in-person, or even hybrid, you’re watching the whole lesson, and then you have to wait to actually have an instructional conversation with the teacher. So, that’s good, but this is another way to complement that, to where they see in real time what you’re talking about.

So you don’t have to wait 45 minutes after the lesson’s over, or three hours at the end of the day to have a conversation about that lesson. They can actually see it, watch themselves teaching, and see what you’re talking about with the comment. So, it’s almost like coaching in the ear, in real time. So, it’s a great way to move the needle. And what I’ve noticed watching some of her teachers, because she didn’t mention it, but she has several that are brand new. For example, she has a teacher that’s a PE teacher, never taught in the classroom before. Compared to September and now, her instruction delivery is like twofold. It’s unbelievable as a new teacher, and I think it’s because they’re getting that real in time moment, and watching themselves actually teach.

Because just think about it, if you’re watching a teacher teach, and then you have an instructional conversation at the end of the day, they have to recall what they actually did when they were up there, and we know when you get somebody in the room, you’re all nervous and you can’t really remember what you did. So, this is just another way of them seeing, and almost self-reflecting on themselves, and their own instructional practices.