Editing Video in DaVinci Resolve – Adding Stills & Clips Without Losing Your Mind

There comes a moment in every video project where you sit back, look at your footage, and think:

This needs something… but what?”

That “something” is often cutaway clips, still images, or overlays — and this is where DaVinci Resolve really shines.

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Why Add Stills and Extra Clips?

If your video is just one long talking head… people switch off.

Adding visuals:

• Breaks up the monotony
• Reinforces what you’re saying
• Keeps attention (especially online learners)
• Makes you look far more professional than you actually feel

In teaching videos (especially science), this is gold:

• Show the experiment
• Zoom into the apparatus
• Add diagrams or results
• Overlay graphs or equations

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Adding a Still Image (The Easy Win)

Steps:

1. Import your image into the Media Pool
2. Drag it onto the timeline (above your main video if you want it as an overlay)
3. Adjust the duration by dragging the edges
4. Use the Inspector to:
   • Resize
   • Position
   • Add a gentle zoom (Ken Burns effect)

Tip: A slow zoom makes still images feel like video — otherwise it can feel a bit “PowerPointy”.

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Adding Cutaway Clips (B-Roll Magic)

This is where the magic happens.

Steps:

1. Place your main footage on Track 1
2. Drop your cutaway clip onto Track 2 (above it)
3. Trim it to cover awkward edits or pauses
4. Keep your original audio running underneath

Result:
Your mistakes disappear
Your video feels intentional
You look like you planned it all along

(We both know you didn’t — but no one else needs to know that.)

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Timing Is Everything

The biggest mistake?

❌ Leaving images on screen too long
❌ Or flashing them too quickly

Rule of thumb:

• 2–5 seconds for most visuals
• Match visuals to what you're saying
• Change something every few seconds to keep engagement

 Useful DaVinci Resolve Tools

• Inspector → resize, crop, zoom
• Transform controls → position overlays
• Cross Dissolve → smooth transitions
• Cut page → fast edits
• Edit page → precise control

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Teaching Tip (From the Lab)

In your science videos:

• Show the real experiment
• Cut to a diagram
• Then back to you explaining

This creates a loop:
See it → Understand it → Apply it

And that’s where learning actually sticks.

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Final Thought

Editing isn’t about cutting clips…

It’s about telling a story visually.

If every image, clip, and overlay answers:
“Will this help someone understand better?”

…you’re doing it right.

 

New Learning Skills and Techniques (That Actually Work!)

We often talk about working harder… but very rarely about working smarter.

After 40 years in teaching (and still learning new things myself — sailing included!), one thing is clear:

The students who succeed aren’t always the cleverest
They are the ones who use the best learning techniques

So here are some modern (and proven) learning strategies that really do make a difference.

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1. Retrieval Practice – Stop Rereading!

Reading notes again feels productive… but it isn’t.

The real learning happens when you:

• Close the book
• Write down everything you remember
• Check what you missed

It feels harder — because it is harder — and that’s exactly why it works.

Learning is not about recognition… it’s about recall.

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2. Spaced Learning – Don’t Cram

Cramming might get you through a test… but not much further.

Instead:

• Study a topic
• Leave it
• Come back days later
• Then again a week later

This strengthens memory over time.

Think of it like sailing — one quick trip doesn’t make you a sailor… regular outings do.

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3. Interleaving – Mix It Up

Students love doing:

• 10 identical questions in a row

But exams don’t work like that.

Try this instead:

• Mix topics (algebra + geometry + graphs)
• Switch between problem types

This trains your brain to recognise what method to use, not just how to use it.

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4. Teaching Others – The Ultimate Test

If you can explain it simply… you understand it.

Try:

• Teaching a friend
• Explaining to a parent
• Even talking to yourself (we all do it…) 

If you get stuck explaining — that’s exactly where your learning gap is.

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5. The “Traffic Light” System 🚦

A simple but powerful idea:

• 🔴 Red = Don’t understand
• 🟠 Amber = Getting there
• 🟢 Green = Confident

Go through the syllabus and label everything.

👉 Start with red — not green. That’s where the marks are hiding.

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6. Dual Coding – Words + Pictures

Combine:

• Notes
• Diagrams
• Mind maps

This helps the brain process information in multiple ways.

Especially powerful in science (circuits, forces, cells…) and even maths.

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7. Practice Under Pressure

Don’t just learn — practise like the real thing.

• Timed questions
• Past papers
• No notes

Because knowing something calmly at your desk… is very different to recalling it in an exam hall.

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Final Thought

Learning isn’t about talent.

It’s about:

• Technique
• Consistency
• And a willingness to get things wrong while improving

And yes… it’s a bit like sailing.

You don’t learn by reading about it —
you learn by getting in the boat, wobbling a bit… and trying again.

 

How to Start Learning in Class (Not Just Turning Up)

There is a big difference between being in a lesson and actually learning in a lesson.

I’ve taught for over 40 years, and I can tell you this:
Some students sit in every lesson… and learn very little.
Others actively engage… and seem to absorb everything.

The good news?
Learning in class is a skill — and you can learn it.

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🎯 1. Turn Up With a Plan (Not Just a Pencil)

Walking into a lesson thinking “let’s see what happens” is not a strategy.

Instead, try:

• What topic are we covering today?
• What did I not understand last lesson?
• What question do I want answered?

Even a simple goal like:

“Today I will understand internal resistance properly”

…puts your brain into active mode.

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🧠 2. Switch From Passive to Active Listening

Passive listening:

• Nodding
• Copying notes
• Letting it wash over you

Active listening:

• Asking “why?”
• Predicting what comes next
• Spotting patterns

A simple trick:
👉 Every 5 minutes, ask yourself:
“Could I explain this to someone else?”

If the answer is no… you’ve found your gap.

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✍️ 3. Don’t Copy Notes — Process Them

Many students think writing everything down = learning.

It doesn’t.

Try instead:

• Summarise in your own words
• Add diagrams or sketches
• Write a question next to anything unclear

Your notes should look like your thinking, not the teacher’s script.

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❓ 4. Ask Questions (Even the “Silly” Ones)

Here’s the truth:
The question you’re afraid to ask…
…is usually the one half the class doesn’t understand either.

Good questions:

• “Why does that happen?”
• “What would happen if…?”
• “Is this always true?”

Great learners are not quiet.
They are curious.

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🔄 5. Use the “Pause and Check” Method

At key points in the lesson:

• Pause mentally
• Check what you understand
• Identify what you don’t

Then:

• Ask
• Or make a note to revisit

This stops confusion from snowballing.

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🧪 6. Get Involved (Especially in Practical Subjects)

In science (my favourite!):

• Don’t just watch — do
• Don’t just follow — think why
• Don’t just record — interpret

The students who learn fastest are the ones who:
👉 Adjust the experiment
👉 Predict results
👉 Question the outcome

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🧩 7. Link It to What You Already Know

Your brain loves connections.

Ask:

• “Where have I seen this before?”
• “How does this link to last topic?”

Example:
Electricity → Internal resistance → Energy loss → Heating effect

Suddenly it’s not separate facts — it’s a system.

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⏱️ 8. The 2-Minute Rule at the End

Before leaving the classroom:

• Write 2 key things you learned
• Write 1 thing you still don’t understand

This is incredibly powerful.

It turns a lesson into:
👉 Learning + direction for next time

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🚀 Final Thought

Lessons are not performances to watch.

They are opportunities to:

• Think
• Question
• Explore
• Make mistakes (safely!)

If you leave every lesson thinking:

“I understand this better than when I walked in”

…you’re doing it right.

 

Exam Technique – 5 Things That Really Make a Difference

There’s a common myth in education:

“If I just revise enough… I’ll do well in the exam.”

If only it were that simple.

After 40 years of teaching, I can tell you this with absolute certainty:

👉 Students don’t just lose marks because they don’t know things…
👉 They lose marks because they don’t show what they know.

Exam technique is the difference between a Grade 5 and a Grade 7…
or a B and an A.

Here are 5 things that really make a difference 👇

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1️⃣ Read the Question Properly (Yes, Really!) RTFQ

This sounds obvious… but it’s the biggest mark loser.

Students skim-read, spot a keyword, and jump straight in.

Classic mistakes:

• “Explain” vs “Describe”
• Missing “Compare”
• Ignoring “Using the data”

👉 Top tip:
Underline the command word and key instruction.

If it says:

• “Explain using the graph” → You MUST refer to the graph
• “Calculate” → You need working AND an answer

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2️⃣ Answer What Is Asked – Not What You Know

Students often write everything they know about a topic…
…and still lose marks.

Why?

Because the mark scheme is very specific.

👉 If the question is:

“Give two reasons…”

Then:

• One reason = ❌ incomplete
• Three reasons = ❌ wasted time

👉 Top tip:
Match your answer to the number of marks.

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3️⃣ Show Your Working (Even If You’re Not Sure)

In maths and science especially, method marks are gold.

Even if the final answer is wrong, you can still pick up marks.

👉 Example:

• Correct method, wrong arithmetic → still earns marks
• No working → zero marks

👉 Top tip:
Write something. Always.

Examiners can’t give marks for what’s in your head.

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4️⃣ Structure Longer Answers (Stop Rambling!)

For 4–6 mark questions, structure is everything.

Think PEEL:

• Point
• Evidence
• Explain
• Link

👉 Example:

• Make a clear point
• Support it with data or knowledge
• Explain why it matters
• Link back to the question

👉 Top tip:
If your answer looks like one long paragraph… it probably needs organising.

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5️⃣ Check Your Work (Properly, Not Hopefully!)

The final minutes of an exam are often wasted.

Students “look over” their work… but don’t actually check anything.

👉 What you should check:

• Units (huge mark loser!)
• Signs (+ / -)
• Missing answers
• Silly mistakes

👉 Top tip:
Re-do one calculation from scratch—it often reveals errors.

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Final Thought

Exams are not just a test of knowledge.

They are a test of:

• understanding
• communication
• and technique

👉 The students who do best are not always the ones who know the most…
👉 They’re the ones who use what they know effectively.

 

From Chat to Content – Turning 2 Hours of Life Stories into a Podcast & Video

It sounded wonderfully simple at the start…

A chat with a friend.
A microphone.
A camera.
A few stories from “back in the day.”

My friend Romeo invited me onto his podcast and video channel, and for once, I had the easy job. No lesson plan. No experiments. No cameras to set up (well… not mine anyway!). Just sit down and talk.

And talk we did.

Two hours later… we had a lot of content.

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The Reality of “Just Recording”

Recording is the easy bit. Editing… that’s where the real work begins.

We now have:

• 🎙️ Over 2 hours of audio and video
• 📸 A need for supporting photos and clips
• ✂️ Decisions on what stays… and what goes
• 🎯 A story to shape so it actually makes sense to an audience

It’s very similar to teaching, actually. You might know a topic inside out, but presenting it clearly? That takes structure.

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Step 1: Find the Story (Not Just the Timeline)

A 2-hour conversation is not a podcast… yet.

First job:

• Identify key themes
• Group stories together
• Remove repetition (we all repeat ourselves when chatting!)

Think of it like this:

You’re not editing a recording… you’re building a narrative.

For mine, that might include:

• Early teaching career
• Moving into science videos
• Sailing adventures (and mishaps!)
• Building the business and studio

Each of these becomes a segment or chapter.

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Step 2: Ruthless Editing (But Keep the Personality)

This is the tricky balance.

Cut too much → you lose the warmth
Cut too little → people switch off

What to remove:

• Long pauses
• “Umm… ahh…” moments (some are fine—too many are not!)
• Repeated points
• Off-topic tangents

What to keep:

• Natural humour
• Genuine reactions
• The human side of the story

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Step 3: Bring It to Life with Visuals

This is where your style really shines—and where your experience with video production is gold.

For each story:

• Add photos from the time
• Insert video clips where possible
• Use cutaway footage (B-roll)

Examples:

• Talking about sailing → clip of the RS Toura on the Thames
• Discussing teaching → lab footage or experiments
• Mentioning early days → archive photos

This turns:

“A talking head”
into
“A visual journey”

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Step 4: Editing Workflow (Keeping It Manageable)

With 2 hours of footage, organisation is everything.

A simple workflow:

1. Rough Cut – remove obvious excess
2. Structure Cut – arrange into logical order
3. Fine Cut – tighten pacing
4. Add visuals & overlays
5. Audio polish – levels, clarity, noise reduction
6. Final export(s)

💡 Tip: Don’t aim for perfection on the first pass.
Get something watchable first—then refine.

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Step 5: One Recording = Multiple Outputs

This is where the real power lies (and something many people miss).

From one 2-hour recording, you can create:

• 🎙️ Full podcast episode
• 🎬 YouTube long-form video
• ✂️ Short clips for:
  • Instagram Reels
  • TikTok
  • YouTube Shorts
  • X / LinkedIn snippets

Each story becomes its own mini piece of content.

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Final Thoughts: The Easy Bit Was Talking

It’s funny really.

The part that felt like “work” (being interviewed) turned out to be the easiest bit.

The real craft comes afterwards:

• shaping the story
• choosing the moments
• building something people actually want to watch

But that’s also the fun of it.

Because hidden inside those 2 hours is:

A dozen stories
A handful of powerful moments
And possibly… your best content yet