Video modeling is a powerful teaching strategy that can be used to effectively teach students with disabilities. Video modeling involves showing a student a video of someone, typically a peer or a teacher, modeling the desired behavior or skill. The student can then watch the video as many times as needed to learn the skill.
Why Video Modeling?
Once upon a time in July 2023, I posted a video from my point of view demonstrating a simple and visual way to illustrate addition and then show the answer with a number card. That video got over 100,000 views within three months! That showed me that video modeling a great need for special education teachers. I have used it with success for my students and other teachers are also finding success.
Video Modeling as an Evidence Based Practice
Video Modeling (VM) is an evidence based practice as identified by the National Clearinghouse on Autism Evidence and Practice–there are actual research studies backing it up.*
There are four types of video modeling. You’ve seen those POV videos on TikTok or YouTube? Those are Point of View Video Modeling. (Well, if they were trying to teach someone something, they would be.)
The most common type of video modeling is called Basic Video Modeling. This is where a video shows a teacher or peer doing something the way that the learner is meant to do it.
Video Self-Modeling shows the learner as the actor in the video. This would involve either catching the learner doing the task or behavior correctly, or scripting the scenario and filming it with the learner.
Video Prompting breaks down the behavior into distinct steps so that each step can be shown to the learner directly before they need to execute the step.
6 Reasons for Video Modeling in Special Education
These are some reasons that video modeling is works really well, especially for math, in special education.
- Visual representation 👀 through video modeling serves as a powerful tool to break down complex mathematical concepts into a digestible format. Videos provide step-by-step demonstrations, offering a clear understanding of abstract mathematical ideas. For more on numeracy resources click here.
- For students who face challenges in verbal communication 😶 or language comprehension, VM rises above these barriers. The visual nature of videos relates information without relying solely on verbal instruction, making it accessible to a wider spectrum of learners with diverse needs.
- Repetition 🔁 is key to mastering any skill, and VM is the epitome of repetition. Students can revisit the videos at their own pace, reinforcing their understanding through repeated viewings. This repetition aids solidifies concepts, leads to increased retention, and supports confidence in tackling mathematical problems.
- Empowering students to learn independently 👍 is super important for our students with special needs. VM fosters self-directed learning by providing students with a great tool for working independently. As they gain confidence in their abilities, their sense of accomplishment and self-efficacy flourishes.
- VM involves reduced social demand 👥 as opposed to watching someone right in front of them. The learner does not need to interact in anyway with the person demonstrating the skill. This can reduce stress and allow the student to absorb information better.
- VM can help paraprofessionals 🧑🏫 learn how to work with students on specific skills. More specifically, the teacher can show them how they would like them to review things. Or the teacher can use the video as an introduction before the paraprofessional begins working with the student.
If you’re wanting to use VM for behavior, be sure to read this blog post on the basics of behavior management.
How to Use Video Modeling for Math Instruction
If you plan to use videos to demonstrate skills to your students, here are some dos and don’ts.
- Do make sure the video will not be confusing by introducing elements that are unknown. For example, If the person is using math manipulatives that look vastly different from what you have, that will not be helpful. Additionally if there is a lot of background noise or a visually distracting background, that will not help the student.
- Do train your paraprofessional to use the videos during centers or individual work. Make it clear how they will find the correct video link.
- Don’t skip introducing the video. Explain the purpose. Give the student a reason for watching the video.
- Don’t expect instant magic. The student will still need practice. They will also need to rewatch the video several times.
Video Resources
To get you started, here are a few math video models that I have done. There are specifically for nonverbal students.
Counting
Addition
Subtraction
To get the materials used in these videos, see the links below:
Conclusion
The utilization of video modeling (VM) as a strategy to teach math to students with special needs is proof of the power of technology in education. It’s a tool that breaks down barriers, promotes inclusivity, and empowers students to navigate the intricate world of mathematics with confidence.
By embracing VM, educators can pave the way for a more inclusive and accommodating learning environment, ensuring that every student, regardless of their abilities, has the opportunity to reach their potential in mathematics.
References
Cox, A., & AFIRM Team. (2018). Video modeling. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.