Storypath: A Practical Approach for Culturally Responsive Instruction

1. Storypath: A Practical Approach for Culturally Responsive Instruction Margit E. McGuire Seattle University mmcguire@seattleu.edu http://fac-staff.seattleu.edu/mmcguire/web/ Washington Association of Bilingual Education Yakima, 2010

2. The StorypathApproach Storypath uses the components of story--setting, character and plot--to organize curriculum into meaning and memorable learning experiences. It is more than reading a story, it is living the story guided by the teacher as learners create the setting, become the characters and solve the problems presented through the plot.

3. Storypath is based on humans’ innate ability to remember and make sense of their world through stories.

4. What makes Storypath distinctive? • Student engagement • Memorable through the lived experience • Student efficacy • Problem solving • Use of academic language in context

5. Storypath for ELLs Storypath… • provides rich exposure to English; • structures experiences so they are comprehensible to students; • provides scaffolding to support language acquisition; • provides opportunities for meaningful interaction; • “levels the playing field;” and • affirms learners’ contributions.

6. Families in their NeighborhoodsStorypath Episode 1: The Neighborhood Episode 2: Families Episode 3: Understanding Families Episode 4: Finding the Way Episode 5: Litter in the Neighborhood Episode 6: Speeding Cars Episode 7: A Neighborhood Celebration

7. Creating the Setting Students create the setting by completing a frieze (mural) or other visual representation of the place.

8. Creating the Characters Students create characters for the story whose roles they will play during subsequent episodes.

9. Character Biography • Character’s name • Family role • Age • Place of birth • Job • Fun things character likes to do • Favorite foods Assessment: The biography is appropriate to the family. The figure of the character matches the biography.

10. Building Context Episode 3: Understanding Families Family Crest Activity Family Name(s) What families do together Holiday celebration Family heritage/tradition Family values

11. Critical Incidents Episode 4: Finding the Way Episode 5: Litter in the Neighborhood Episode 6: Speeding Cars

12. 1. The classroom environment sends the message that each student is valued. • Imagination affirms that each student has something to contribute. • Each student has an experience that connects to the story. • Students come together to work on a common problem.

13. 2. A common base of understanding is established through the use of scaffolding, direct experience, and visuals. • The narrative structure of the Storypath—setting, character, and plot—provides scaffolding for learning in a way that is meaningful to students. • They are the story. • Their involvement taps into multiple ways of knowing—social interaction, role-play, visualizing, kinesthetic experiences, and the accompanying language activities.

14. 3. Storypath fosters learning because students have a purpose, make choices, and can link what they know with what they’re studying. Story-making is compelling; it helps us remember and make sense of our world. . The story has purpose. What will happen next? Students have to decide what to do and consider the consequences of their choices. They do this together.

15. 4. Learners negotiate meaning from language and text and across disciplines. Storypath experiences include: • “sandwiching” known expressions with new academic language; • using word banks, labeling; • using visuals and manipulatives; • using interactive activities to foster conceptual understandings; and • role-playing events to understand scenarios and use academic language in context.

16. 5. Cooperative activities for problem-solving and social skills support ELLs. • Choices engage children dramatically in “real-world” dilemmas; they work together to solve the problems. • They come to school asking, “What will happen in the Storypath today? • “Outsiders” become insiders when they offer ideas important to the community.

17. 6. ELLs benefit from a theme-based curriculum that is organized to promote standards-based learning; a curriculum that develops trust, identity, and voice fostering cross-cultural respect. The structural components of setting, character, and plot set the stage for developing all kinds of themes. Problem tackling as a cooperative endeavor promoting the values of trust and respect for differences. We see problems differently and through the problem solving discourse, we can appreciate each other’s contributions.

18. “[Children] with a high sense of self-efficacy are likely to approach achievement situations with confidence and engage in tasks willingly and persistently.”* *Jere Brophy. Motivating Students to Learn. (Boston: McGraw Hill, 1998), 57.

19. All children deserve a content rich environment. • They deserve instruction that supports their learning and the belief that they are capable. • The Storypath experience supports acceptance of all children in the classroom community so essential for their future learning.