An 8th grade teacher in Denver wants her class to create short videos for a series titled “I’m Passionate About…”. Students are pairing up to discuss subjects ranging from jazz dance and the Denver Broncos to cats, soccer, Fortnite, and spicy snacks. The teacher, Rachel, realized that most podcasts and videos produced by students are difficult to watch. She believed educators were sending students to recording tools without giving proper guidance on how to use them well.
Defining the Audience
Rachel found that online resources offered generic advice on defining purpose, writing scripts, and recording, but she felt these were already known to her students. She noted that most guides focused on technical tips for editing or choosing a platform, yet her class was already tech-savvy. Instead, she turned to a framework she had studied in a book on teaching speaking. The framework divides effective speaking into two parts: preparation and performance.
Before recording, Rachel had her students analyze their audience. She asked them to consider who might watch the video and how the viewing experience would differ on a smartphone versus a large screen. She emphasized that creating engaging content requires understanding the viewer’s perspective. For instance, students discussing the Denver Broncos had to explain how the team benefits the local economy, even to non-football fans, to build a connection.
She also taught lessons on organization and visual aids. Because digital viewers face constant distractions, Rachel required students to use clear transitions to keep attention. She pointed out that visual elements must be visible on all screen sizes. A small picture might be invisible on a phone, requiring students to adjust their materials accordingly.
Preparation and Visuals
Rachel required students to include connectors in their scripts. She explained that even if an audience does not care about the speaker’s topic, they must understand how it relates to their lives. She used the Denver Broncos as an example, noting that the team brings millions of dollars into the city and supports local jobs. Rachel stressed that every presentation must have a specific connection to the viewer.
Performance on Camera
Despite the preparation, Rachel found that students were not ready to record. She noted that the performance on camera is the most important part of the video. While podcasts often hide a speaker’s physical tics, video exposes them. Students might rock back and forth or fidget with strings, which can distract viewers.
Polishing the Final Product
Students applied these skills to their recordings, aiming to match the energy demonstrated during the One Chip Challenge practice. They rerecorded their segments until the dialogue sounded natural and full of enthusiasm. Rachel reviewed the drafts and rejected the first few versions that sounded flat or unenthusiastic. She insisted that the students were capable of more passion and urged them to try again. This process forced the students to understand that a raw recording was not an acceptable final product.
