Figure 2
Camera Chest Mount for Point-of-View Modeling
benefit from a model and a guide when
nesses discussed earlier, a tripod is essen-
There are additional favorable out-
create high-quality videos with a mount
they are working independently.
tial for stable video. In the end, you can
comes for students. There is evidence
or a tripod, a light, and some preparation.
that video modeling is effective no matter
More than likely, we have developed
who the model is (peer, adult, self). So, if
better technology skills from our time
models, using yourself or other adults
pushed into video teaching, but do not let
you are having trouble finding student
as online teachers. We may have been
seems to work just as well (McCoy &
that cloud your judgment on the impor-
Hermansen, 2007). Videos were also help-
tance of modeling and repetition. My
ful in promoting generalization—that is,
hope is that we continue to provide video
transferring the skill to a new situation.
modeling after we go back to face-to-
In addition, many of our students like
face instruction. Creating videos during
watching videos, and using the motiva-
COVID-19 might be our “happy acci-
tion provided by a video makes sense.
dent.”
Finally, video modeling can help students who pay attention to everything in the
Before joining the faculty at
content from the teacher. Students with
Florida,
room and subsequently miss some of the (Photo by Bill Froom, used with his permission)
attention deficit/hyperactivity disorder
small group practice. After the videos are
model again—but on their time, outside
completed, teachers can avoid publicly
revealing who needs the extra practice
setting can alleviate social anxiety and save class time.
Video prompting is another specific
method that guides the learner to imitate the action immediately after the model.
Wynkoop et al. (2018) found that it was helpful when students watched a video model and then watched the video again
in the presence of a teacher who added commentary or verbal prompts. Perhaps
the verbal prompting does not have to be face to face. You could create anoth-
er video that pauses and instructs the student to take a turn. A time-saving
option might be to use the original video
with added edits. These edits would have
You might be interested in reading her chapter in Exceptional Pedagogy for Children with
Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. https:// www.waisman.wisc.edu/cedd/connections/ pdfs/VideoModeling_Overview.pdf
explanation. Show us something and then
be economical with your words. After all, the practice is called video modeling; this
is not a lecture. As for light and sound,
adding an LED selfie clip light or a tripod
McCord, K. (2016). Specified learning disabilities and music education. In D. V. Blair & K. A. McCord (Eds.), Exceptional music pedagogy for children with exceptionalities: International perspectives (pp. 176-196). Oxford University Press.
and a ring light will improve the quality
of the video image. Internal microphones
are suitable, but if you want an external microphone, you have options for spend-
McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183-213. https://www.jstor.org/stable/42899952
ing between $17 and $200. Make sure the microphones are compatible with your
device (some purchasing advice is available at https://microphonebasics.com).
phone in airplane mode to avoid feedback
International
References
Avoid starting the video with a long
action. You can even add in some helpful
Exceptionalities:
Perspectives.
all like to look and sound good on video.
blank footage (time) with a voice-over
feedback. Many of our students would
therapy influenced her public school teaching.
write, reduce, and review. Being prepared
Also, although I have not found this to be
encouraging the student to imitate the
University. An additional degree in music
I will leave you with a few technical
will save you time in retakes and edits. We
Christine
music at Western Illinois
of class.
by asking the student to watch the video
Dr.
Lapka was a professor of
may need the opportunity to see the
tips. If you have lengthy explanations,
prior to class. Pre-teaching in a private
the University of Central
Wynkoop, K., Robertson, R., & Schwartz, R. (2018). The effects of two video modeling interventions on the independent living skills of students with autism spectrum disorder and intellectual disability. Journal of Special Education Technology, 33(3), 145-158. https://doi.org/10.1177/0162643417746149
a problem yet, some suggest putting your or distortion. Lastly, beyond the body har
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