E D U CATO R ST E P- BY-ST E P G U I D E Teacher Planning and Learning Overview The following guide is designed to help teachers plan the learning experience for their students, in alignment with the Videos for Change Teacher Powerpoint Presentations. Note: the timings provided in the table below indicate the suggested minimum teacher delivery and student activity required to ensure a meaningful experience that supports the development of critical competencies (as outlined in the learning outcomes). Videos for Change can be effectively aligned to the curriculum, across a diverse range of subject areas, and delivered as a full unit of work. Step Description Minimum student time to complete step Timing details 1. Introduction What is Videos for Change? Why video is such a powerful tool to create, be heard, and inspire change. Total: 40 minutes Teacher instruction and guided discussion: 40 minutes 2. Getting Started Choosing a focus issue and identifying key elements of an effective message of change (audience - think, feel, and do). Total: 120 minutes Teacher instruction and guided discussion: 28 minutes Independent learning (student activity): • Team Formation: 15 minutes • Choosing a Social Issue: 20 minutes • Social Issue Tree - Brainstorming: 20 minutes • Team Focus (Audience - Think & Feel): 15 minutes • Team Focus (Audience - Call to Action): 15 minutes • Video Content: 7 minutes Copyright © High Resolves 2020 www.videosforchange.org Step Description Minimum student time to complete step Timing details 3. Planning Choosing a style of video, storyboarding and design approach. Total: 120 minutes Teacher instruction and guided discussion: 35 minutes Independent learning (student activity): • Choosing a Style of Video: 13 minutes • Storyboarding: 50 minutes • Applying ‘Inspiring Social Change’ Framework to Inform Final Storyboard/Plan: 20 minutes • Video Content: 2 minutes 4. Creating Bringing the story to life and preparation to enter a competition. Total: 300 minutes Teacher instruction and guided discussion: 55 minutes Independent learning (student activity): • Roles & Responsibilities Allocation: 20 minutes • Filming/Creating Content (Including Tecaher Support as Required): 220 minutes • Video Content: 5 minutes Note: ensuring sufficient allocation of filming/creating time will be highly dependent on individual team (student) needs, equipment required, creative approach, etc. 5. Editing Bringing all of the technical elements together to create a final video to enter a competition. Total: 180 minutes Teacher instruction & guided discussion: 29 minutes Independent learning (student activity): • Team Review: 15 minutes • Test Screening (Peer Feedback): 15 minutes • Editing Processes: 120 minutes • Video Content: 1 minute Note: ensuring sufficient allocation of editing time will be highly dependent on prior knowledge/experience, software being used, stylistic approach, etc. Copyright © High Resolves 2020 www.videosforchange.org Step Description Minimum student time to complete step Timing details 6. Sharing Amplifying voice, reach, and impact. Total: 80 minutes Teacher instruction & guided discussion: 20 minutes Independent learning (student activity): • Sharing Online (Creating a Thumbnail, Title, Description, and Tags): 60 minutes Note: extra time required to host a screening, if applicable. 7. Reflection Reflecting on experiences and celebrating achievements. Total: 60 minutes Teacher instruction & guided discussion: 20 minutes Independent learning (student activity): • Recording and Sharing Vox Pop Reflections: 40 minutes Note: extra time required to host a celebration, if applicable. Total student activity time (approx.) = 15 hours (900 minutes) Copyright © High Resolves 2020 www.videosforchange.org Learning Overview Videos for Change provides an opportunity for the exploration of authentic youth perspective and voice on critical social issues, locally and globally. The seven-step learning framework supports students to develop a deeper understanding of issues impacting their communities, while building critical competencies needed to be effective global citizens and leaders. The learning journey focuses on creative expression, the formation of a social action narrative, and the use of video to reach and inspire others to act. The culminating experience of entering a competition provides a platform for sharing videos with the wider community to amplify student voice and maximise reach and impact beyond direct networks. Critical competencies: • Civic engagement • Collaboration • Creative thinking • Effective communication • Critical thinking • Empathy • Collective leadership Copyright © High Resolves 2020 www.videosforchange.org Learning Outcomes 1. Introduction: Students understand the core components of Videos for Change and explore the power of video as a tool to inform, raise awareness, and motivate positive social change on a local and global scale. 2. Getting Started: Students choose a social issue that they’re passionate about to be the focus of their video and develop their understanding of the major causes, effects, and action pathways. They set the foundations for their narrative by considering what they want their audience to think, feel, and do after watching their video. 3. Planning: Students decide on a creative approach they want to take to the construction of their narrative; choosing a style of video and engaging in storyboarding processes to bring each element to life. 4. Creating: Students take on key roles and responsibilities to help them effectively engage in the creative processes, which may involve a live-action approach, animation, or other alternative methods of visual storytelling. 5. Editing: Students use an editing program to piece together their final content and incorporate copyright-free materials (images, music, sound) to help enhance their story and make their message of change as powerful as possible. 6. Sharing: Students engage in collective reflection processes, including interviews, and challenges to use social media strategies to help maximise the reach and impact of their videos. 7. Reflection: Students reflect on their learning experience, celebrate their achievements, and build strategies for amplifying their voice as agents of social change. Copyright © High Resolves 2020 www.videosforchange.org
