# Microlearning Video Script

Writes a short, focused microlearning video script on a topic you specify, formatted for screen recording or talking-head delivery. Use it when you need a polished portfolio piece that shows you can distill a concept into a tight, learner-centered video format.

## Prompt

## Context
You are helping [YOUR NAME], a teacher transitioning into instructional design, write a microlearning video script for their portfolio. The script will demonstrate their ability to chunk content, write clear narration, and structure a short learning experience. The intended audience for this portfolio piece is [TARGET AUDIENCE FOR THE MODULE] (for example, new employees, adult learners, or a specific professional group). The topic is [MODULE TOPIC].

## Task
Write a microlearning video script that covers [LEARNING OBJECTIVE]. The script should:
1. Open with a hook that names the problem or question the learner cares about.
2. Deliver the core content in clear, direct language appropriate for [TARGET AUDIENCE FOR THE MODULE].
3. Include at least one concrete example or scenario that illustrates the concept.
4. Close with a single, specific takeaway or action the learner can apply immediately.
5. Include brief on-screen text or visual cues in brackets, such as [SLIDE: show diagram of X] or [GRAPHIC: bullet list appears].

Target length: [TARGET LENGTH IN MINUTES] minutes of finished video, approximately 125 to 150 words per minute of spoken content.

## Standards
- Write narration in second person ('you') addressed to the learner, not third person.
- One idea per sentence. No compound sentences packed with multiple concepts.
- Do not invent subject-matter facts, statistics, or expert citations that [YOUR NAME] has not provided. If the topic requires a specific fact, flag it with [VERIFY: insert your source here] rather than writing a plausible-sounding figure.
- The script reflects [YOUR NAME]'s own knowledge of the subject. Do not add content beyond what is supplied in the inputs.
- Visual cue notes appear in brackets and are clearly distinguished from narration.
- Format: two columns if possible (narration left, visual notes right), or clearly labeled sections if a table is not supported.
- Ask before drafting if [MODULE TOPIC] or [LEARNING OBJECTIVE] is missing or ambiguous.

## Variables

- YOUR NAME
- TARGET AUDIENCE FOR THE MODULE
- MODULE TOPIC
- LEARNING OBJECTIVE
- TARGET LENGTH IN MINUTES

## Input checklist

- [ ] The specific topic and the one learning objective this video will address (one objective only, not a list)
- [ ] The target audience for the module: role, experience level, and any context about what they already know
- [ ] The target length in minutes (two to five minutes is standard for microlearning)
- [ ] Any subject-matter content you want the script to cover: your own notes, an outline, or key points in your own words
- [ ] Strip any student names and student-identifying information from classroom examples before pasting (FERPA), and keep personal data out unless your AI tool is approved for it

## Verification checklist

- [ ] Confirm every fact, statistic, or claim in the script comes from content you supplied, not from the AI filling in plausible-sounding information
- [ ] Check that the learning objective stated in the script matches the one you provided, not a rewritten version that changes scope
- [ ] Verify the word count is consistent with your target length at 125 to 150 words per minute
- [ ] Read the narration aloud: confirm it sounds like spoken language, not written prose read aloud
- [ ] Check that visual cue notes are realistic and do not call for graphics or animations you cannot produce for the portfolio piece
- [ ] Confirm the opening hook addresses a real learner need, not a generic 'in today's world' setup
- [ ] Verify no student names, school names, or student-identifying details appear if you drew from classroom examples

## Sample output

Sample output. Generated by AI from sample inputs:

---
Microlearning Script: Setting Learning Objectives That Actually Guide Learning
Audience: New instructional designers and L&D coordinators
Length: 3 minutes (approx. 400 words of narration)

| Narration | Visual Notes |
|---|---|
| Before you build a single slide or write a single quiz question, you need to know exactly what your learner will be able to do when the module is over. Not what they'll know. What they'll do. | [TITLE CARD: 'Start with the objective'] |
| Most learning objectives sound like this: 'Learners will understand data privacy best practices.' That sounds fine. But 'understand' is impossible to measure. You cannot observe it. You cannot test it consistently. | [SLIDE: Show weak objective on screen, highlight the word 'understand'] |
| Here's the fix. Swap the vague verb for an action verb. Something observable. Instead of 'understand,' try 'identify,' 'apply,' 'explain,' or 'distinguish.' Now your objective tells you exactly what the learner will demonstrate by the end. | [SLIDE: Weak objective crossed out, strong objective appears below it] |
| Let's make it concrete. Say you're building a module on data privacy for new hires. A weak objective: 'Learners will understand data privacy policies.' A strong one: 'Given a customer service scenario, learners will identify which of three actions violates the company's data privacy policy.' | [SLIDE: Side-by-side comparison, weak vs. strong] |
| That second objective does three things the first one cannot. It names the condition, the observable behavior, and the standard. When you write your quiz, you'll know exactly what to test. When you build your content, you'll know exactly what to include and what to cut. | [GRAPHIC: Three labels appear: Condition / Behavior / Standard] |
| Before you open your authoring tool today, write your learning objective in one sentence. Use an action verb. Name the condition and the standard. If you cannot write it in one sentence, the scope of your module is probably too broad. | [SLIDE: Prompt text: 'Write your objective now.'] |
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## Customization notes

Adjust the target audience variable to match the industry vertical you want the portfolio piece to demonstrate: healthcare, finance, retail, corporate onboarding. If you taught a subject in the classroom that maps to a corporate training need (science to compliance training, English to communication skills), use that subject matter to show domain knowledge alongside instructional design craft. For longer portfolio scripts (five minutes), add a second example or a brief knowledge-check prompt within the script itself.

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From The Teacher Transition Library at vetslearn.com/libraries/teacher