At the heart of this toolkit is a particular way of working with video that avoids judgment and pushes discussion into a space where teachers can learn.
The video clip to be watched should be 3-4 minutes in duration and continuous. We leave it to the teachers in the club to choose what section of their lesson they want to share. We are also happy to engage in a discussion about what clip to show, if any teacher wants.
The teacher may need to give some context to the clip. This should be as factual as possible. It may be that you can get participants working themselves on the mathematical task that students are doing, before watching the video.
The facilitator then insists on two distinct phases of work with video, a ‘reconstruction’ phase and an ‘analysis’ phase. The discussion norms are quite different in each phase, as will hopefully be clear from the videos and text on these pages.
Once one issue has been dealt with in detail (for example, in the clips above, what was said at the start of the video) it is probably time to move to the next phase of the way of working. It would take too long to deal with all 3-4 minutes in the same intense manner.