Can this skill be appropriately depicted in a video model?
Due to the complexity of this topic, video models may not be the best approach to support performance of this skill. If you do devise video models, they will require careful planning. For instance, if you are teaching how to avoid divulging personal information during a casual exchange with a co-worker, you will need to be sure the video model clearly illustrates the targeted behavior (avoiding divulging the information) and not the behavior of “making the inappropriate request.”
A more concrete video model might be used to depict how an employee shares certain information with a supervisor or human resources staff member.
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Again, this topic can be a very tricky when planning for incorporating video models into instruction. A lot of the skills for determining if personal information should be shared come from internal processes (e.g. interpreting a request for information, evaluating appropriateness of sharing the information with this person, contemplating a response, etc.). Therefore, the steps the student uses when making the determination to share information need to be clear in the video. This could involve focusing on the use of a visual cue for reference, showing the student ponder the possibilities with a narrator pointing out “take your time to consider if this is personal information,” and finally showing the appropriate response.
Who will you use as “actors” in this video – will the targeted student be included in the video?
Will you shoot this video from the perspective of the student (first person) or from the third person perspective?
Will you narrate the video?
Due to the nature of the skills involved in this topic, narration is highly recommended if using video modeling. Narration allows for clarification of steps in the process that would be otherwise difficult (or impossible) to capture on video, such as decision-making and internal dialoguing.
How will you ensure that the student experiences opportunities to not only review the skill via the video model, but to also engage in repeated rehearsal of the skill across multiple contexts?
Will the student be able to review the video just prior to expected performance of that skill (priming)?