Videoing instruction is a powerful way for educators to reflect on practices and share for collaboration. The Swivl works in conjunction with an iPad or other mobile device to record video and audio from both educators and learners.
To earn this 0.25 USBE Credit microcredential you will submit one evidence item to demonstrate how you use Swivl video to reflect on your practice and collaborate with others. Click the Earn This Microcredential button for more information.
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
While Swivl can be used by administrators for evaluation purposes, this microcredential focuses on the use of this tool for educators to reflect on practice and collaborate.
Swivl: This device pairs with a mobile device to record audio and video as an instructor presenter moves around the classroom.
Marker: These devices record presenter and learner audio. The presenter’s marker is also a transceiver that pairs with the Swivl so the video follows the presenter’s movements.
Scenario 1: Mrs. Smith is in her eighth year as a teacher. She is comfortable and confident in her practice, but feels like her instructional skills have plateaued for the past year or two. She decides to use her department’s Swivl and an iPad to record a lesson to see what her instruction looks like from the students’ perspective.
At first, it is uncomfortable for Mrs. Smith to see and hear herself on video. However, she soon moves past this as she watches the lesson. She notes definite strengths in her instruction, like her pacing and ability to make adjustments to her lesson plan based on feedback from students. However, she also identifies a number of areas she wants to work on. For example, she notices that most of the questions she poses fall into the DOK 1 range; she resolves to plan questions ahead of time to build in more complexity. She also realizes in watching herself that she primarily teaches to the left side of the room: she unconsciously angles her body in that direction while delivering instruction, and tends to call on more students from that side of the classroom. This is another area she plans to deliberately address.
Scenario 2: The 4th grade team at Pheasant Creek Elementary is a strongly collaborative group. They work together to design assessments and analyze data. They also plan lessons as a team, but they’ve always wished they could watch each other teach the lessons they create. There’s no money in the budget for substitutes so they can visit each other’s classrooms during the school day—plus, none of them want to plan for a sub.
Instead, they opt to use their school’s Swivl and an iPad to share their instruction. They stagger their delivery of a mathematics lesson they planned together, so that they can each use the Swivl to record it. Afterwards, they meet together watch the recording.
Initially, they feel a little self-conscious as their own videos come up, but this passes quickly. They are delighted to see how Mr. Jenkins introduces the lesson in a way that piques students’ curiosity. In Mrs. Pedersen’s lesson she uses a number of effective formative assessment strategies to gauge students’ understanding. Ms. Quincy wraps up her version of the lesson with a series of self-evaluation prompts that build student metacognition. They each decide to adopt their teammate’s effective instructional techniques into their own practice.
However, in discussing their different approaches to the lesson, they notice a missed element in their planning. At one point, there is an opportunity to connect the lesson’s content to a concept they covered the previous week. They make sure to build that into the next day’s instruction.
Video: Submit a 5-10 minute video of your instruction recorded with a Swivl. This should be video that you have shared and reviewed with at least one other colleague. Any video including students should follow your district/charter guidelines.
Testimonial: Submit a written or video-recorded testimonial from a colleague, in which he or she describes the way you use Swivl video to reflect on your own practice and receive feedback from him or her. Your colleague’s testimonial should demonstrate that you use the Swivl effectively and consistently to strengthen your practice.
Candidates are required to make 1 evidence submission(s).
Evidence demonstrates the candidate uses Swivl to reflect on his or her own practice.Evidence demonstrates the candidate shares Swivl video with colleagues for feedback.
Describe how viewing Swivl video of your instruction has helped you to strengthen your practice. Give a specific example of a change you have made in your instruction as a result of watching yourself on video.
Explain how feedback from a colleague who has viewed a Swivl video of your instruction has helped you to strengthen your practice.
Describe how viewing other educators’ Swivl videos has supported your instructional practice.
Reflection demonstrates the candidate uses Swivl video of his or her own instruction to reflect on practice for professional growth.Reflection demonstrates the candidate uses feedback from educators who have viewed his or her Swivl video for professional growth.Reflection demonstrates the candidate views other educators’ Swivl videos to strengthen professional practice.
Swivl Training Videos https://youtu.be/UaHSIzq0jfI This series of videos created by Andrew Steinman shows every aspect of using the Swivl, from opening the case for the first time, to downloading and installing the app, to using a tripod.
Swivl Webinars https://www.swivl.com/webinars/ This section of the Swivl website has both pre-recorded and live webinars showing everything from the basics of how to use the Swivl hardware and app, to how to use Swivl to build a school culture of collaboration and transparency.
Swivl Website: How to Swivl https://www.swivl.com/how-to-use/ This section of the Swivl Website includes a number of tutorials showing how to use the device. Scenarios include a basic setup, as well as more advanced multi-camera and multi-microphone configurations.