Adding Video Modeling to your program benefits both teacher and student by adding flexibility, fun and reducing stress!
Use Video Modeling in practice to make teaching and learning easier! Benefits include: fun, reduced stress, teaching flexibility, a multi-sensory teaching approach, and the variety of ways it can be used within a teaching setting.
Teaching comes alive while children watch, learn, imitate and have fun in “real life”. The real secret to Video Modeling is having fun while learning many things in many different ways.
Stress and anxiety create a negative situation, which makes learning difficult. In a traditional teaching situation the need for person-to-person interaction can cause stress and anxiety. A child is unnecessarily burdened by the need to overcome this stress and anxiety before they can focus on what is being taught. Learning suffers, or does not happen.
Video modeling changes all that. An important benefit of video modeling is that it removes the necessity of person-to-person interaction from the learning process. Removing this interaction takes pressure off the child and allows the child to concentrate on the video.
Attending to video only, a learner concentrates and is less distracted.
“Children attend more to video models than live models, reducing the level of anxiety and distress related to some social interactions.”
Charlop-Christy & Daneshvar, 2003.
Journal of Positive Behavior Interventions, 5, 12-21.
Minimizing sensory stimuli, the learner can concentrate on the video. The video teaches the lesson.
“Children with autism are often very easily distracted and cannot attend to humans or their environment. By minimizing attentional requirements, requiring the child to look only at a small spatial area (television or computer), and to hear only the minimum necessary language, children are more able to direct their focus to relevant stimuli.”
(Sherer et al., 2001).
Answer these questions, remove the mystery of Video Modeling and don’t hesitate to dive in!
Children engaged in an activity will learn much faster.
Video modeling is a tool used to stimulate the visual senses. Children with ASD are visual learners and learn from visual teaching.
“To learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model is interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning.”
Bandura, A. (1977). Social Learning Theory. Englewood
Cliffs, NJ: Prentice Hall.
The educational reformer, philosopher and psychologist John Dewey believed that education should be child-centered, active and interactive, and that education must involve the child’s social world and community. (Dewey, J. The child and the curriculum. University of Chicago Press, 1902.)
VM can be used in therapy, school, home or anywhere there is access to video equipment. Since repetition is vital, using VM in multiple places is a great benefit of using VM in practice as it can be used almost anywhere.
Evidence-based studies have shown that VM can teach communication, academic, play, functional, life and social skills. In addition, VM can work to reverse bad behavior and replace with proper behavior. Watch Me Learn videos based on real life scenarios capitalize on this by teaching multiple skills within one scenario. As in real life, utilizing skills does not happen in isolation.
Using Video Modeling is simple. Video Modeling simply needs to be watched to be effective. In practice, Video Modeling can and should be used in a more complex way. To maximize learning, Video Modeling is used to teach skills through modeling. Practicing the skill is essential for generalization. This practice should start within a context similar to that of the video. Once this is successful, the natural progression is to practice the skill in different real-world environments, to master generalization.
“The more one has practice, the more likely one is to generalize what one has learned into a style of problem solving or inquiry that serves for any kind of task…or almost any kind of task”
J.S. Bruner 1961
“Ideally”, Jerome Bruner writes, interest in the material to be learned is the best stimulus to learning” (Smith, M.K., ‘Jerome S. Bruner and the process of education’, The encyclopedia of Informal Education, 2002.)
Pleae visit our In The Classroom page for more information about how Video Modeling can be an effective teaching tool in the classroom.
Video Modeling (VM) can be used at almost anytime. Utilizing VM in practice depends on the children or child. Because children love to watch, some teachers and parents use VM as a reward. VM can be used during teaching periods in school.
VM can be used as “homework” at home at a convenient time. Children usually write their homework. VM allows them to watch their homework.
Children learn naturally in real life. How do they learn? They learn through play. Playing is FUN. Bringing learning and playing together is by far the best way to learn!
As an example, the School Days video has a scenario designed to teach prepositions and the related actions and places that go with them. This lesson was taught in a gym class while running an obstacle course that required children to use the actions in the course. They have to wiggle THROUGH the tunnel, crawl UNDER the bar, place the ball IN the basket, go AROUND a cone and more.
Not only did the children learn the associated prepositions, but they learned gross motor skills, play skills, following directions, turn taking skills and more. Furthermore, this was done in a real environment, not in an isolated setting.
Let’s make our own obstacle course!
After watching the obstacle course scenario, Parents and teachers later shared that children were setting up their own obstacle courses and actively playing with other children running through the course. In practice, this covers gross motor skills, planning, social skills, communication and cooperation.
The Let's Play! video has a scenario designed to teach children basic interactions, play skills, gross motor skills, social skills and language. This lesson was taught in a back yard playing “ring around the rosy”.
The kids asked other kids to play!
A special education teacher shared a story with me about the Watch Me Learn video and the exciting result! During a period of down time, a small classroom of children went into an adjoining classroom and initiated a “ring around the rosy” game with the other class. Prior to this engagement, there was never any type of social initiation by the children!
Like any other teaching strategy, start with an objective of what needs to be taught, how it will be taught, when it will be considered as mastered, and then using it in life (generalization).