What is it?
Video modeling is an evidence-based instructional strategy that uses short videos to demonstrate a skill, behavior, or routine. The learner watches a video of someone (a peer, adult, or themselves) successfully completing the task and then uses that visual example to guide their own performance. In an inclusive classroom, video modeling can support a wide range of learners by making expectations clear, concrete, and repeatable, especially for students who benefit from visual learning, including those autistic students, or those with language differences or executive functioning needs.
How to use it?
Video modeling begins by identifying a specific skill or routine to teach, such as raising a hand to participate, completing a classroom job, or engaging in a social interaction. A short, clear video is created showing the skill performed correctly, ideally in the actual classroom environment. The video should be simple, focused, and free of unnecessary distractions. Students watch the video before or during the activity, and can revisit it as needed for reinforcement. For example, a teacher might create a quick video showing the steps for lining up after recess or participating in a group science activity. Peers can also be featured in videos, or students can help create their own, increasing engagement and ownership.
Why use it?
Video modeling is effective because it provides a consistent, visual example of what success looks like. It reduces reliance on verbal instructions and allows learners to process information at their own pace through repeated viewing. In inclusive classrooms, this supports independence, confidence, and participation by making routines and expectations more accessible. It also aligns with Universal Design for Learning by offering multiple means of representation and can be easily integrated into everyday classroom practices using simple technology.
