While recording teaching sessions to improve instructional skills is an effective approach for individuals in teacher preparation programs and teacher certification programs, and for faculty seeking professional development (Coffey, 2014, Harlin, 2014), the standard practice of this strategy can be cumbersome, non-autonomous, and not easily replicated for future use. To transform the use of recording teaching sessions for reflection and peer review, the Video Showcase Model was designed and piloted during the fall and spring semesters of the 2016-2017 school year within the Certificate in College Teaching (CCT) program at the University of Arizona.
The Video Showcase Model requires instructors to pose a critical question about their teaching (e.g., How well do I guide students to explain their thinking?) that can be evidenced and recorded within a 10-minute segment of a planned teaching session. Using an asynchronous commenting tool, peers can provide multiple points of observation and feedback.
This presentation will spotlight the key components of this model with an emphasis on pedagogy, specifically learner agency and critical thinking.  Design elements will be clearly and concisely offered and will include details pertaining to the technology and the workflow. Student work samples and student feedback will be shared.