Weigh live, video, and customized nonverbal data collection methods when using EQUIP¶

Strategy · All strategies
Evidence · no claims cited

Description¶

EQUIP can capture interactions live, via prerecorded video, or both, and although default discourse dimensions focus on verbal participation, the tool can be customized to capture nonverbal participation instead or in addition. Video allows reviewing interactions multiple times and was essential for teachers tracking nonverbal participation such as hand gestures and manipulatives, but recording can feel disruptive and may miss interactions, so users should match methods to resources and participants' preferences.

Design Implications¶

Context¶

Requirements¶

• A student roster helps when video cuts students off; multiple cameras may be needed for a complete picture

Constraints¶

• Video may not capture every interaction; in-person observation could circumvent some of these issues

Target Learners¶

• mathematics teachers and coaches at elementary and postsecondary levels

Target Learning Goals¶

• accurate measurement of classroom participation

Related Strategies¶

• Empowering Teachers with EQUIP
• Equitable Classroom Observations
• Use EQUIP data to take action: test new strategies, collect data again, and align professional development to surfaced needs
• Send EQUIP data reports in advance of debriefs and use discussion protocols to guide data conversations
• Use video streaming technology instead of in-person observers to assess pre-K classroom quality

Examples¶

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Key Sources¶

• Cunningham, J., Takahashi, S., & Hirschboeck, K. (2024). Using the EQUIP observation tool to advance equity in math classrooms. WestEd. https://eric.ed.gov/?id=ED655697