An Introduction to Storyline

1. An Introduction to Storyline Yvonne McBlain Support Teacher – Effective Learning and Teaching 12th September 2013

2. Format : • Brief presentation – to introduce theory • Practical experience of storyline – wee taster • Use to highlight other ideas and show how storyline blends with other elements of effective learning and teaching

3. What will this course do? LI Extend your range of active teaching & learning approaches Develop your ability to contextualise discrete & interdisciplinary learning Offer a way to structure pupil-led learning

4. Our Success Criteria? • Increased knowledge of the theory and practice of Storyline methodology • Understanding of how and when Storyline might increase the impact of teaching on pupils • Developed skills in planning & delivering curriculum content within a narrative context

5. What is Storyline? • Uses a story to frame context-based teaching • A framework for interdisciplinary learning • Partnership between teacher/pupil – teacher controls the line • Pupil ownership of elements ensures their engagement

6. Brief History • 1960s new educational research/reports recommended more integration within the curriculum. • Introduction of Environmental Studies and Aesthetic Subjects. • 1967 In-service Tutor Team formed at Jordanhill College of Education investigate/ experiment with Topic Studies as a form of integration. • Storyline evolved from topic studies & grew in popularity over next two decades .

7. STORYLINE SCOTLAND Sallie Harkness Steve Bell – Educational Consultant www.storyline-scotland.com “A strategy for teaching in an enterprising and creative way”

8. THE EPISODES • The Setting • The Characters • An Initiating Event • Incidents • Culminating Event • A Review Process

9. STORYLINE PLANNING FORMAT

10. Key Questions are vital • Are phrased in language suitable for learners • Contain the required learning • Allow the learners to demonstrate their existing level of knowledge • Allow the teacher to control the learning or “line” contained within the story • Lead to activities which develop skills and/or knowledge & understanding • Can come from pupils too of course!

11. Let’s Have a Go!

12. Creating our setting • Form groups – what’s best for you? • Ice-breaker – share existing experience of storyline if any AND/OR personal aims for tonight – add to smart board please

13. Planning Effective Learning • EXA 4-02a I have continued to experiment with a range of media and technologies, handling them with control and assurance to create images and objects. I can apply my understanding of the properties of media and of techniques to specific tasks.

14. Formative Assessment • LI – To develop & extend collage skills in order to create a house for our setting • Product SC – Your house will resemble a typical Falkirk house (how much does this help pupils?) • Process SC – • select materials with “correct” colours, textures and patterns • Cutting of shapes will be sharp & precise • Windows and doors will be arranged to resemble homes you have seen around Falkirk

15. Creation of setting - discussion • Learner engagement levels – what did you notice? • Collaborative vs co-operative learning? • Display is vital to ongoing storyline • Creativity/Expressive arts powerful tools

16. Creating our characters • Your task is to create the family who live in your house • LIT 4-31a Having explored and experimented with the narrative structures which writers use to create texts in different genres, I can: • use the conventions of my chosen genre; • create an appropriate mood or atmosphere, and/or • create convincing relationships, actions & dialogue for my characters

17. Formative assessment • LI – To collaboratively create a effective characterisation of a “typical” family group • Process SC: • Use drawing to convey aspects of character visually • Use written biography to provide other relevant information about the family • Use a clear & concise verbal presentation to share/introduce your family effectively • Social skill – reaching agreement & consensus

18. Creating characters – let’s reflect • What did you notice about the process? • Creativity & the affective domain • Principles of curriculum design – personalisation & choice, challenge & engagement • Potential for integration of active literacy? • Potential for use of responsive planning

19. Other beginnings, other ways... • New Neighbours characters are one family per group • Can also have one character for whole class • OR one character per group • Setting first or characters first? • Creating setting from other sources – real or imagined? Walk in local area, estate agents/newspapers, atlas or photographs

20. One character for all?

21. One Character per group?

22. Creative combinations

23. Our Success Criteria? • Increased knowledge of the theory and practice of Storyline methodology • Understanding of how and when Storyline might increase the impact of teaching on pupils • Developed skills in planning & delivering curriculum content within a narrative context

24. Next session • Rest of storyline structure? • Maybe bit less fun!  (less practical) • Bring your reflections and ideas so far please!