Teachers use Video Study Groups (VSGs) to reflect on instructional decisions and moves that improve clarity around learning and learning opportunities. At the core of this process are deliberate moves that help students learn to learn, thus building both agency and identity. Peer feedback and self-reflection are the framework that supports teachers to analyze evidence of how students are using peer feedback and self-reflections to deepen their learning.
The constructs of Communities of Practice (CoP) and Network Improvement Communities provide the structure for the analysis and reflection of the video clips. The power in the work lies in its vulnerability and rawness, as teachers lead these CoPs and seek out improvement in learning with great intentionality.