Unpacking the Complexity in Video Artifacts: Visible and Audible Dimensions of Teachers’ Noticing

Abstract

Video artifacts can support teachers in learning to notice phenomena like students’ mathematical thinking (van Es & Sherin, 2002) and participation (Wager, 2014). Less is known about the physically visible and audible dimensions that teachers attend to while viewing video. Here, I characterize what teachers noticed in videos of classroom interaction in terms of the visible and audible features of their noticings. Teachers noticed four dimensions in video: Talk, physical artifacts, time and bodies. Teachers noticed seven dimensions of talk in video: Students’ words, teachers’ words, interactions, prosody, distribution of talk, background talk, and silence. I argue that these dimensions can add to our understanding of the affordances of video for supporting teachers’ noticing. Further, mapping the physically visible and audible dimensions that teachers attend to when viewing video can contribute to our understanding of the conceptual contours of what teachers notice when viewing video.