How-To Video

Using the 5 steps in the writing process (prewriting, drafting, revising, editing, and publishing), the students will create and write an essay about how to do something of interest to them, culminating with the How-To video as the 'publishing' step of the writing process. The topic can range from something simple to something complex, or even land somewhere in between. Some of the more complex ideas may require research in which the students are expected, encouraged, and educated in proper internet research protocol and techniques. (This may even be a side lesson if this topic has not yet been taught to the target class.) The teacher will escort the students through the 5 steps, ensuring that the students are meeting the objectives for each stage in the writing process. The teacher may choose to allow the students to collaborate and work in groups, or may require the students to work individually. Whatever the case, the students write about something that they can physically show how to do. The essay must be well thought out, paying close attention to each step, each detail throughout the process.

Once the essay is completed, the students then use the essay to generate a script for the video. Again, good writing skills, via the use of the writing process, can be reinforced as the students use the essay as the base for building the script. Creativity and imagination are used as students determine who to will be with them in their video - their parents, grandparents, friends, etc. - and then begin to write the script in dialogue form. Simple drama concepts could also be included if the students' age and ability lend themselves to the teaching of this side lesson. The appropriate use of humor is also encouraged as one of the goals of the project is to have fun creating the video. (By having parents and others encouraged to participate in a balance manner, the quality level of the video rises for the younger students and also eliminates 'the parents did that one' comment for the project.)

Now that the scripts are completed, they are printed and the students (or group) each loan from the school a Flip video camera and begin the filming process on a location of their choosing that best fits their How-To video. Instruction concerning correct lighting, speaking volume, camera angles, use of tripods, use of zoom, attention to background noise and off-camera distractions, etc accompany the discussion on proper care and use of the Flip video cameras. Students are also encouraged to seek permission to film on sites where the property, equipment, buildings, etc are not owned or operated by a direct family member or permission should be requested. Students shoot as much video as needed and can eliminate mistakes and poor retakes that they don't need. Using the Flip SlideHD increases the students' ability to watch, evaluate, and eliminate unwanted footage.

Once the video segments are completed, the students return to class with the video segments still on their Flip video cameras. Using the USB port on their Flip cameras and on MacBooks or iMacs, the students import the video segments into iMovie. (I'm sure that windows based machines would have the same functionality, but I'm not familiar with that software.) If not done so already, the students are taught the basics of iMovie (or the windows equivalent.) Transitions, themes, text and text location, and backgrounds are all incorporated as the students methodically place each segment of their video in its proper place, paying attention to a logical progression of events. Music and sound effects can be used to enhance the video, simply pulled into the video by using the media bar. Freeplay Music (http://freeplaymusicclassic.com) offers its huge catalog of music for free for In-Classroom Student Projects. Again, here is a great opportunity to teach (if not done so already) the students about copyright laws and the responsibility we have in knowing, following and obeying them.

Once the videos are completed, they are exported from iMovie and onto a large flashdrive or an external hard drive. (For younger students, the basics of file transfers also can be taught at this point.) All of the videos are then imported to iDVD (or similar windows based software) so that one DVD of all of the videos can be created. For the older students, they can collaborate on what the DVD will look like by working as a group to decide the themes, lay-out, text, and other things that will make up the final DVD. For the younger students who have not learned how to use iDVD (or similar windows based software), this could be an opportunity to teach them how to create a DVD project. If that is not an option, the teacher can create the DVD with all of the videos on it.

When assessing student progress, a rubric outlining the student expectations should be given at the beginning of the project. Based upon the teacher's goals and objectives, more or less weight can be given to the different elements of the project. However the rubric or grading scale is designed, feedback should be given at all stages of development of the essay, script, and video, more given with the younger students. The teacher's own grading style and overall philosophy of assessment will determine the nuts and bolts of the actual deliverance of the student's or group's grade.

As many DVD copies as needed can be burned and given to the students. Extra copies can be given to parents, grandparents, teachers, administrators, and other school officials as a way of demonstrating the effective use of technology in the classroom and the integration of technology with the curriculum. As school policy permits, the videos could be the star attraction on the school's website or, could you imagine, attain 1 million hits on youtube.