In the Classroom

Teacher teaching class

Video modeling integrates multi-sensory learning. Teachers can work on several goals and learning styles at the same time.

Students are Imitating, Doing, Learning

Video modeling for students with autism easily integrates into environments such as school, home and therapy. Video provides the opportunity to incorporate all senses and provide a multi-sensory learning experience. Get involved in the video: Demonstrate, interact, have fun. Such an experience will provide the BEST learning environment possible.

  • Video Modeling enables the teacher to teach a vast array of skills from a small section of video, through imitation and direct teaching.
  • A teacher can take advantage of the entire video environment and teach all the ancillary material in the video.  While one skill may be the focus of the lesson, many other skills exist within the background of the targeted lesson itself.

Teaching Students Effectively Requires Multi-Task Teaching

Schools today are cutting teachers and resources. As a result, teachers must be more creative and use the time they have more productively. Video modeling provides a productive teaching opportunity.

The combination of video modeling, direct instruction, and facilitated support within naturally occurring environments is more apt to lead to success. Video modeling gives practitioners a problem solving tool to help children with Autism Spectrum Disorders (ASD) learn.

Multi-task teaching in small groups, one-on-one, and whole class

How to use video to teach in three different groups:

  • One on One
  • Class
  • Small Group (with independence)

Students can be separated into these three groups and be effectively taught with a small staff.

  1. The goal is to have a student master a skill in a one to one session. (Direct instruction)
  2. Class setting, which requires peer interaction while utilizing skill or learning skill with other peers. (Facilitated support provided)
  3. Small group instruction promotes generalization and student independence by having the children work with minimal instruction or none at all. (Minimal support)

Examples of teaching in three different groups as above:

  • Student watching and learning, e.g., Let’s answer yes or no (show video here)
  • Teacher-led One on One:  Student interacts with the model in the video, answering yes or no (expressive or gesture) to a question about beading (prompting may be necessary), e.g., Do you want this bead?
  • Class: student groups or multiple students answer and ask questions (students able to work on skill together, led by the teacher), e.g., Do you like this bead?
  • Small group: independently, the students work together, asking and answering questions, e.g., Mary, did you pick blue?

 

In this video clip, a small group of children are working together on a beading activity that requires them to use the skill of answering and asking yes/no questions. This small group provides them the opportunity to learn and practice the skill in a natural and fun setting.

A teacher’s success with Video Modeling, her participation and imagination!

“I cannot express in words how  much these videos have changed the way I approach teaching but also how they have changed the way all of my students have learned. I am still after all these years using Watch Me Learn. Every frame of these videos is a teachable moment in a variety of ways. It is only limited by your imagination. Since my email below, I have become friends with Mary Beth because I could not stop sending her emails of the wonderful things that kept happening in my class. She has presented several times as a guest speaker at my Special Education Early Intervention class, and has inspired new teachers as well.

I will always be grateful to her for the gift of Watch Me Learn. I will end by sharing one more story... I was doubled up in classes today (due to a shortage of a substitute teacher) and I instinctively began the video as a visual and auditory prompt to engage the students while I accommodated the incoming class and staff. One of my students turned to me and said while pointing to the smart board, Ms Betty go ask questions. It was a lovely moment. Thank you Mary Beth.”

Betty Golpe

Learning styles require teachers to guide and facilitate learning

Successful teaching requires a teacher to adapt to the learning styles of the children. Most children are not simply passive learners but require sensory stimuli to truly learn.

Teachers need to provide an environment in which children can participate in learning activities. Participation should be paired with teacher guidance which will maximize learning.

According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher's role should be that of facilitator and guide. As Dewey (1897) explains it:

“The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area. This philosophy has become an increasingly popular idea within present-day teacher preparatory programs.”

The child and the curriculum University of Chicago Press, 1902

 

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