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Click for video about self-modeling.
 As
stated earlier, an important principle of modeling is perceived similarity
between the observer and the model. When the observer considers herself
similar to the model, learning is more likely. A new line of research
that maximizes perceived similarity is called self-modeling. In self-modeling,
a tape or photograph is made of a learner doing some performance.
The tape is usually edited to show only positive behavior. Dale Schunk
and Antoinette Hanson (1985) showed how effective self-modeling can
be. When elementary children viewed videos of their own mathematics
work, they showed better achievement than those who were taped, but
did not see their tapes, or than those who were not taped at all.
Viewing tapes of peer models was not as useful as viewing oneself,
but it resulted in greater skill acquisition than viewing no models
at all. Videotape feedback showing one’s own skillful performance
conveys to students that they have made progress, and it increases
their self-efficacy for that skill.
- If a video camera is available,
tape your student while he is working and later allow him to view
himself being successful. You can also photograph your student
at work and photograph projects the student has completed. While
showing the tape or photographs, elicit positive comments about
the skills the student acquired and was demonstrating.
- Self-modeling can also occur through
visualization. Before beginning a new task, you can mentally
walk your student through the task. By talking the student
or your class through the task first, they develop a sense of
success before they even encounter the task. This strategy
has been used successfully with students who are afraid of change.
Before you ask the student you are working with to begin longer-term
projects, take a few minutes to review the project with her. Have
the student share what steps she may take and how she sees the
final project.
Check Your Understanding
- When sharing video or photographs
of the student working, provide general compliments about what
the student was doing.
True
False
Next Section: Conclusion
Previous Section: Use
Peer Models
c. 2000 - Del
Siegle - This material may not be reproduced or distributed
beyond this website.
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