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A short video clip explaining how video transforms teacher growth by helping educators see reality more clearly and move toward meaningful change
Hear how Jim Knight compares the impact of video on professional learning. He shares research and real-world insight into how video helps educators recognize their own practice and foster deeper reflection.
Jim Knight:
Now, why is video so important? That’s my first question, and what I would say is that video is what people call a general purpose technology. It’s a transformative technology, like the way in which jet engines change, travel video can change professional learning in schools, and there’s certain technologies that have had that impact on all of humanity. So for example, fire the wheel learning language, the printing press, the internet, artificial intelligence. These are technological changes that transform everything. And to my mind when it comes to professional learning, video is like a jet engine for learning. It transforms everything about what can happen. And there’s several reasons why that’s so important. The first thing is video helps you get a clearer picture of current reality and what research says. And in particular, there’s a fellow named James Prochaska who studied this, is that the first stage of change is what he calls.
We don’t even see the need for change. And so getting people out of that stage of pre-contemplation into contemplating the change and then ultimately action, and eventually you hit the goal, you have to somehow get out of that pre-con contemplative phase. And there’s plenty of evidence that supports this idea that most people don’t know what it looks like when they do what they do. There was one study that was done on questioning, and what they did is they asked teachers, how many questions do you think you ask? And how many questions do you think your students ask? And what teachers said about what they thought was happening and what was really happening were pretty dramatically different. Here’s a little chart that captures the data. Teachers thought they asked 50 questions, 15 questions. They actually asked about 48 questions in a lesson. They thought their kids asked about 10 questions, and the kids actually asked about two or three questions what people thought was happening, what was really happening were dramatically different. And that’s what I found in my work with teachers is the same thing.
