T ake a Peek! Vide o Mo de ling a nd Vide o I nstruc tio n: A Po we r T o o l fo r L e a rning Stuff! E liza b e th (L iz) De lsa ndro , MS CCC-SL P Spe e c h-L a ng ua g e Pa tho lo g ist T he Wa isma n Ce nte r Clinic de lsa ndro @ wisc .e du
Does your c hild need you to fr equently guide him or her thr ough ac tivities that have multiple steps, or does your c hild show the desir e to c omplete an ac tivity independently?: • Ge tting re a dy in the mo rning • F e e ding a fa mily pe t o r o the r c ho re s • Orde ring a t a re sta ura nt • Ha ving a c o nve rsa tio n with pe e rs • Othe r a c tivitie s o r ta sks?
What is video modeling? • Video modeling: A pe rso n o r g ro up o f pe o ple is/ a re mo de ling a ta rg e te d ta sk o r b e ha vio r fo r a le a rne r thro ug h vide o . • Self modeling: T he le a rne r is suc c e ssfully pe rfo rming the ta rg e te d ta sk o r b e ha vio r o n vide o . • Point-of-view modeling: A pe rso n is e ng a g ing in the ta rg e te d ta sk o r b e ha vio rs a s if he o r she is the le a rne r (fro m the le a rne r’ s pe rspe c tive ) o n vide o . I t is impo rta nt to no te tha t the re a re o the r type s.
Video modeling might be the power str ategy for you to tr y, to: • Mo ve yo ur c hild to wa rds mo re inde pe nde nc e • He lp pre pa re yo ur c hild fo r the e xpe c ta tio ns, o r wha t is do ing to ha ppe n (priming o r pre pa ring yo ur c hild). • He lp yo ur c hild fe e l mo re c o mfo rta b le pa rtic ipa ting in the ta sk, o r g a in pride in g e tting the “jo b ” do ne T his pr esentation will: • Disc uss so me e vide nc e o r re se a rc h tha t suppo rts the use o f vide o mo de ling fo r te a c hing a va rie ty o f skills
What does using video for instr uc tion and pr iming at a ver y basic level look like? E nc o ura g ing pla y in c hildre n
What does using video for instr uc tion and pr iming at a ver y basic level look like? E nc o ura g ing pla y in c hildre n
What does using video for instr uc tion and pr iming at a ver y basic level look like? T e a c hing a jo b ta sk
T he Phenomena of Video: F un F ac ts • “Almo st 5 b illio n vide o s a re wa tc he d o n Yo uT ub e e ve ry sing le da y.” • “T he to ta l numb e r o f ho urs o f vide o wa tc he d o n Yo uT ub e e a c h mo nth-3.25 b illio n.” • “Yo uT ub e g e ts o ve r 30 millio n visito rs pe r da y.” 37 Mind b lo wing Yo uT ub e fa c ts, fig ure s, a nd sta tistic s-2019 http:/ / me rc hdo pe .c o m/ yo utub e -sta ts
What is the r esear c h saying? • Goh, A.E. & Bambara (2013): Video self ‐ modeling is effective when used in combination with other instructional strategies to teach chained tasks (e.g., in community ‐ based employment settings) to individuals with intellectual disabilities. Other instructional strategies may be feedback, practice, and providing prior experiences. • Mechling L.K., Ayres, K.M., Bryant, K.J., Foster, A.L. (2014): High school students with moderate intellectual disabilities were taught multi ‐ step cleaning tasks through continuous video modeling (e.g., video on a loop). • Cannella ‐ Malone, H.I., Brooks, D.G., Tullis, C.A. (2013): Daily living tasks (e.g., washing tables, vaccuming) were taught through self ‐ directed video prompting with students with intellectual disabilities.
Potential Advantages of Video Modeling • Vide o mo de ling inc or ates tec hnology (a nd so me por le a rne rs a re ve ry mo tiva te d b y te c hno lo g y). • Vide o mo de ls c a n b e viewed r epeatedly the sa me wa y (a nd so me le a rne rs b e ne fit fro m re pe titio n). • Vide o mo de ls o r vide o s c a n b e re la tive ly easy to c r eate , thus inc re a sing the like liho o d o f vide o mo de ls b e ing use d fo r instruc tio n (no t tha t “e a sy” sho uld dic ta te wha t wo rks b e st fo r a n individua l). However some video modeling r equir es some editing of videos (e.g., use of apps).
Potential Advantages of Video Modeling Continued: • Vide o mo de ls c a n b e individualized to b e st me e t the individua l’ s c o g nitive a nd ling uistic a b ilitie s. • Vide o mo de ls c a n tar eas : living , get a var iety of ar le a rning , wo rking , a nd pla ying o r re c re a tio na l/ le isure .
Cr eating Video Models Plan: Ha ve a c le a r de finitio n o f the b e ha vio r o r se t o f 1. b e ha vio rs tha t is to b e ta ug ht. Plan: De c ide wha t kind o f vide o mo de ling is mo st e ffe c tive 2. fo r the le a rne r (vide o mo de ling , vide o se lf-mo de ling , po int- o f-vie w vide o mo de ling ). Plan: Cre a te a ta sk a na lysis (b re a k do wn the ta sk into 3. ma na g e a b le , disc re te ste ps). Write the sc ript do wn if ne e de d. Plan: Co nside r the te c hno lo g y yo u wa nt to use (e .g ., ta b le t, 4. sma rt pho ne ). Plan: Pra c tic e o r ro le pla y the ste ps o f the ta sk in o rde r. 5. Do: Vide o ta pe . 6.
Some pr ac tic al c onsider ations • I nitia lly, while vide o ta ping , limit too many distr ac tions in the b a c kg ro und, so the le a rne r c a n fo c us o n wha t fe a ture s a re mo st re le va nt. • Whe n vide o ta ping multiple ste ps, allow a little time between eac h step , in c a se the le a rne r ne e ds to pa use the vide o a nd sta rt up the vide o a g a in. • Use simple language while na rra ting the a c tio ns in the vide o . • K e e p the vide o mo de l re la tive ly shor t in length (c o nside r the a tte ntio n le ve l o f the le a rne r). • E nc o ura g e the le a rne r to vie w the vide o mo de l shor tly befor e ying out the ac tivity (e .g ., pla y sc he me , c ho re , a c a de mic c ar r ta sk, re c -le isure a c tivity), a s a me a ns to pre pa re fo r the a c tivity.
Tell me and I forget. Teach me and I learn. Involve me and I remember. -Benjamin Franklin
How did many people lear n this?... T hr ough video! https://www.facebook.com/uniladsound/videos/332352084256832/
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