Can this skill be appropriately depicted in a video model?
Following up with a phone call could be depicted in a video model. The student might be more motivated to review and label appropriate tone of voice, and content of a call if he is watching himself do it well. Below are several examples of appropriate phone calls to employers:
This is the right way to follow up after an interview. She uses her notes so that she sounds clear and professional. She uses an upbeat tone of voice. She shows that she is polite by saying, "Thank you so much" and "Have a nice day." She also shows that she is very interested in the job by saying, "I look forward to hearing from you soon." |
This is the right way to follow up after an interview. She uses her notes so that she sounds clear and professional. She uses an upbeat tone of voice. She shows that she is polite by saying, "Thank you so much" and "Have a nice day." She also shows that she is very interested in the job by saying, "I look forward to hearing from you soon." |
This is the right way to check on the status of your job application. She uses her notes so that she sounds clear and professional. She uses an upbeat and friendly tone of voice. She shows that she is interested in the job by saying, "I’m very excited about this job opportunity" and "I look forward to hearing from you soon." She shows that she is polite by saying, "Thank you very much." |
This is the right way to leave a voicemail when you are checking on the status of your job application. He uses his notes as he leaves the voicemail. These notes help him leave his message in a clear and organized manner. He uses an upbeat tone of voice when he leaves the message, and he says, "Thank you very much." His voicemail message is polite and brief. |
Also consider whether calming exercises and coping strategies should be depicted in video models to support the student in dealing with anxiety and frustration associated with the waiting game.
Refer to the Self-Identify Anxiety and Self-Identify Anger topics for a variety of video models (e.g., deep breathing exercises, muscle relaxation).
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
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?
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)?