Can this skill be appropriately depicted in a video model?
Use video models early as a priming tool, to prepare the student to demonstrate the skills during role-plays, and provide them for the student to review before initiating communication in real-world situations. Below are video models of networking in-person and by phone, as well as an example of how to leave a voicemail message:
This is the right way to network in person. He is looking for a job, so he politely asks his friend to find out if the store is still hiring. He shows his friend that he is grateful for his help by saying "Thank you." |
new This is the right way to network over the phone. He is looking for a job, so he politely asks his friend if she knows of any job openings, or if she knows anybody who is hiring right now. He uses written notes so he sounds prepared and professional. He shows his friend that he is grateful for her help by saying, "Thanks, I’d appreciate that." |
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Is the video model depicting the skills of networking in-person, by phone, or through email? Is the model being used to show the whole process, or just a certain step(s)? For example, if you are creating a video model for networking by phone, the model probably should not be 10 minutes long and include an entire conversation. Instead, create short video clips that can be targeted individually and eventually linked as the student progresses. What are the key elements to which the student needs to attend? Some steps for a video model in this format may include “Look at my script again, dial the number, wait for an answer”, followed by “Greetings” then “Asking for information.” It may help to think of these steps as “chapters” if burning them to a DVD.
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?
For the purposes of networking, it is most likely appropriate to shoot the video from third person perspective to clearly depict the actors’ movements and proximity during an exchange. When focusing on specific interpersonal communication skills such as initiating interactions and recognizing body language, see intervention topics including Initiating Conversations and Showing Interest and Deciphering Interest.
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)?