Sorry for joining a week late but very happy to be here now.
Sorry for joining a week late but very happy to be here now.
The 1st week session looked excellent and it really helped to blow out some cobwebs, remind me of various things about teaching, and add new ideas.
1. Here's something I'd like to contribute on storytelling:
DEEP IMPACT (SPLIT) STORYTELLING
About 10 years ago, I first got introduced to split storytelling, basically telling part of a story at the beginning of a class then pausing on a cliffhanger to be returned to at the end of the class. Besides all the benefits of regular storytelling, it also helps to arouse curiosity and put students in a positive state for learning. It can also allow for greater engagement as students ponder and discuss what might happen next then share with each other.
One of the most successful stories I've used was one that was split into 1-2 minute episodes and spread over a couple of classes. Since I was teaching a women's university class on research, discussion and debate in which we co-constructed a negotiated syllabus (namely where students negotiated the monthly topics among other things), I used a variation of "Sir Lancelot and The Essential" (Deacon & Murphey, Deep Impact Storytelling: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.7373&rep=rep1&type=pdf)
I renamed it "Sir Lancelot and The Ultimate Question" (as I thought "The Essential" might be a bit too confusing), and modified the language to replace low frequency/difficult words with more common ones. (The analysis was done using freely available online software: https://www.lextutor.ca/vp/eng/ then I used a learner dictionary when I got stuck for ideas.)
I did pre-teach a few things (e.g. character names, 'knight' - not to be confused with 'night') but all these were done with pictures that were left up on the board and thus available to them whilst listening.
For more on the what, why and how of split storytelling, please check out Deacon's recent 2017 article here:
http://contact.teslontario.org/split-storytelling-one-technique-for-enhancing-the-joyful-factor-in-the-classroom/
2. Time wasting
Even though I'd heard it before, somehow it didn't quite sink in properly so Penny raising this point again here is going to make me review all my lesson plans to better evaluate the learning efficacy of each task. Thanks!
The 1st week session looked excellent and it really helped to blow out some cobwebs, remind me of various things about teaching, and add new ideas.
1. Here's something I'd like to contribute on storytelling:
DEEP IMPACT (SPLIT) STORYTELLING
About 10 years ago, I first got introduced to split storytelling, basically telling part of a story at the beginning of a class then pausing on a cliffhanger to be returned to at the end of the class. Besides all the benefits of regular storytelling, it also helps to arouse curiosity and put students in a positive state for learning. It can also allow for greater engagement as students ponder and discuss what might happen next then share with each other.
One of the most successful stories I've used was one that was split into 1-2 minute episodes and spread over a couple of classes. Since I was teaching a women's university class on research, discussion and debate in which we co-constructed a negotiated syllabus (namely where students negotiated the monthly topics among other things), I used a variation of "Sir Lancelot and The Essential" (Deacon & Murphey, Deep Impact Storytelling: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.307.7373&rep=rep1&type=pdf)
I renamed it "Sir Lancelot and The Ultimate Question" (as I thought "The Essential" might be a bit too confusing), and modified the language to replace low frequency/difficult words with more common ones. (The analysis was done using freely available online software: https://www.lextutor.ca/vp/eng/ then I used a learner dictionary when I got stuck for ideas.)
I did pre-teach a few things (e.g. character names, 'knight' - not to be confused with 'night') but all these were done with pictures that were left up on the board and thus available to them whilst listening.
For more on the what, why and how of split storytelling, please check out Deacon's recent 2017 article here:
http://contact.teslontario.org/split-storytelling-one-technique-for-enhancing-the-joyful-factor-in-the-classroom/
2. Time wasting
Even though I'd heard it before, somehow it didn't quite sink in properly so Penny raising this point again here is going to make me review all my lesson plans to better evaluate the learning efficacy of each task. Thanks!
What a clever, multi-layered story on the BBB! The article is written up very neatly as well. Thank you for sharing.
ReplyDeleteIn the jungle, the blue morpho was my favourite...
ReplyDeletehttps://lh3.googleusercontent.com/_nszJ170HPNcY_fUtK2xv63j8adH3FnVQJOFybLMqz_Q_TFATUhFfpgQuWTmCtOOIdPxkfUyAVsv9Fk2xjpPAPVO8O3HviY_-Bs=s0
I'd never heard of Split Storytelling. Sounds a great idea. Thanks for sharing and welcome to the group.
ReplyDeleteThanks, Elizabeth Bekes. However, BBB = Better business bureau? Black black black, bugging beyond belief or big booty boots?! Hehe
ReplyDeleteUsually this is a good resource, but it's not up to par on this one ;-)
urbandictionary.com - Urban Dictionary: BBB
Elizabeth Bekes Oh - now I see BBB - Beautiful blue butterfly!! Silly me!
ReplyDelete