This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Storytelling has several advantages for children's development including helping them learn to listen for the main idea, acquire new vocabulary through contextual repetition, and develop literary skills. Storytelling also fosters communication between the storyteller and listeners, keeps children motivated through emotional engagement, and stimulates children's imaginations.
This document provides guidance on effective storytelling techniques for children's ministry and education. It discusses how stories aid communication and learning. Key points include using stories to build language comprehension, engaging students during read-alouds, techniques for storytelling like involving senses and using student names, choosing age-appropriate stories, and tips for effective delivery like appearance, movements, voice, and pacing. References are provided for further research on the instructional power of stories.
Storytelling for change: what is your why?Shiftbalance
What is storytelling?
Why is it so powerful?
How to leverage it to tell your message as an entrepreneur?
Presentation for Saudi National Creative Initiative. March 2016
The document discusses the process of teaching storytelling to students. It involves 9 steps: 1) choosing and memorizing a story, 2) practicing mime, 3) adding sound effects, 4) incorporating words, 5) getting feedback, 6) using character voices and placement, 7) making eye contact, 8) describing scenes with 5 senses, and 9) surfing the story with expression and pacing. The goal is to help students visualize stories and practice performance skills through physicalization, voices, and engaging an audience.
Storytelling is an ancient interactive art form that involves a storyteller using words, actions, and their voice to share a story with listeners and encourage their imagination. It is defined as using language and gestures to reveal the elements of a story while engaging listeners. World Storytelling Day was created to celebrate this art form and build international connections between storytellers around the world. It occurs annually on the spring and fall equinoxes.
The document discusses storytelling, defining it as conveying events through words, sounds, or images often involving improvisation or embellishment. It notes key elements of stories include parts, characters, and narrative point of view. The purpose of storytelling is explained as giving a sense of culture and history, being fun and helping communication and knowledge sharing. Qualities of good stories and storytellers are described as well as the advantages of storytelling like boosting thinking and learning skills and the disadvantages such as challenges in making stories and keeping participants engaged.
Storytelling has several advantages for children's development including helping them learn to listen for the main idea, acquire new vocabulary through contextual repetition, and develop literary skills. Storytelling also fosters communication between the storyteller and listeners, keeps children motivated through emotional engagement, and stimulates children's imaginations.
This document provides guidance on effective storytelling techniques for children's ministry and education. It discusses how stories aid communication and learning. Key points include using stories to build language comprehension, engaging students during read-alouds, techniques for storytelling like involving senses and using student names, choosing age-appropriate stories, and tips for effective delivery like appearance, movements, voice, and pacing. References are provided for further research on the instructional power of stories.
Storytelling for change: what is your why?Shiftbalance
What is storytelling?
Why is it so powerful?
How to leverage it to tell your message as an entrepreneur?
Presentation for Saudi National Creative Initiative. March 2016
The document discusses the process of teaching storytelling to students. It involves 9 steps: 1) choosing and memorizing a story, 2) practicing mime, 3) adding sound effects, 4) incorporating words, 5) getting feedback, 6) using character voices and placement, 7) making eye contact, 8) describing scenes with 5 senses, and 9) surfing the story with expression and pacing. The goal is to help students visualize stories and practice performance skills through physicalization, voices, and engaging an audience.
Storytelling is an ancient interactive art form that involves a storyteller using words, actions, and their voice to share a story with listeners and encourage their imagination. It is defined as using language and gestures to reveal the elements of a story while engaging listeners. World Storytelling Day was created to celebrate this art form and build international connections between storytellers around the world. It occurs annually on the spring and fall equinoxes.
The document discusses storytelling, defining it as conveying events through words, sounds, or images often involving improvisation or embellishment. It notes key elements of stories include parts, characters, and narrative point of view. The purpose of storytelling is explained as giving a sense of culture and history, being fun and helping communication and knowledge sharing. Qualities of good stories and storytellers are described as well as the advantages of storytelling like boosting thinking and learning skills and the disadvantages such as challenges in making stories and keeping participants engaged.
Telling Your Story to Motivate Donors and Advocates for Your CauseRachel Kubicki
This presentation focuses on the importance of great story telling and also provides step by step instructions for creating your story. Included you will find examples, quotes for inspiration, and more. This is intended for board members, nonprofit executives, fundraisers and volunteers. The goal is to equip you with a strong story that attracts and motivates others to engage with your nonprofit.
This document summarizes ways that picture books can be used in secondary classrooms beyond early childhood education. Picture books can be used for read alouds to engage students, as "touchstone texts" to teach specific concepts repeatedly, for frontloading new topics to build background knowledge, in genre studies to analyze characteristics of picture books, and to inspire writing prompts and projects. Picture books offer opportunities for differentiation, cross-curricular connections, author/illustrator studies, and supporting skills in visual literacy, art, and other subjects.
This document provides guidance on crafting an effective story to promote a farm experience. It emphasizes that a good story has a clear beginning, middle, and end, with a main character who faces and overcomes obstacles. It outlines key elements like connection to the audience, conflict/struggle, and resolution. The document encourages finding unique and relatable aspects of the farm experience and practicing telling the story with passion to engage listeners and convey the impact on the community. Farmers are guided to craft their story by focusing on who the hero is, what barriers they faced, why they are farming, how their vision emerged, and the difference they are making.
Today, a story could be oral, written or digital. Stories help us relate personally to universal truths and add an emotional connection. Stories are an inseparable part of growing up. It is definitely an experience that most of us have gone through. Here is presentation that highlights on why people are more influenced by storytelling approach of teaching.
Crafting Puppets and telling stories: ludic learning for young learnersValéria Benévolo França
This was a project conduct with very young learners which used Flow Theaory and active learning strategies in order to foster storytelling and language production. Presented at the 2019 IATEFL International Conference.
Stories are one of the most effective ways humans communicate and make sense of reality. Neuroscience research shows that storytelling facilitates understanding between speakers and listeners by transporting people to different perspectives. While facts alone are meaningless, stories provide context that help reframe people's understanding of facts. Effective leaders recognize the power of storytelling to begin dialogues and inspire others. Stories follow common structures like having a beginning, middle, end, hero's journey, and plot points that build suspense to emotionally engage audiences.
Using picture books in the middle schoolRose Hagar
Rose Hagar presented on using picture books in middle school. She explained that picture books use images and text together to tell stories, with pictures enhancing the brief text. While typically only 32 pages long, picture books can explore complex themes through visual elements and symbolism over the heads of younger readers. They are suitable for middle school as their universal themes promote comprehension and enjoyment while fitting time constraints. Picture books expose students to diverse topics and genres in an accessible way to develop reading and writing skills.
It discusses about the storytelling. It give tips on how to tell a story. The benefits of the telling story is also discussed. IT helps you on how to select a story according to the the age of your listeners.
This document provides advice for writing picture books, including choosing an appropriate age level, developing an original idea, crafting memorable characters, using effective words and text layout, illustrating or finding an illustrator, getting feedback, and publishing options. The key steps are to identify the target age group, develop an engaging story idea with buildup and resolution, write in a way that sounds enjoyable for children, and refine the text through feedback and multiple drafts before submitting to publishers. Picture books should have 16-32 pages that balance text and images to tell an entertaining visual story for young readers.
Making Sense of a Reading Community. Lesson at ASK Centre (Art, Science and Knowledge) at Bocconi University about the social reading community of TwLetteratura.
This document discusses standards and purposes for children's literature and literacy development. It covers types of children's books, criteria for selecting books, integrating literature into the curriculum, and encouraging children to engage with books through activities like authoring, illustrating, storytelling and poetry. Tips are provided for teachers on making reading opportunities frequent and guiding reading activities.
Educational Uses of Digital StorytellingBriana Allen
Educational Uses of Digital Storytelling
Digital storytelling can be used in various ways in education. It allows seamless integration into language arts by having students create personal narratives. Stories can also be created for any content area to explain difficult concepts. Digital stories about historical events promote research and organizational skills while facilitating a deeper understanding of the topic. Challenges include ensuring access to needed technology and dealing with issues of time, copyright, and internet filtering. However, digital storytelling teaches important literacy and learning skills when used as an instructional and creative tool in the classroom.
A visual literacy unit for students in years 7 and 8lpanozza
This document outlines a visual literacy unit for students in years 7 and 8 that teaches skills in analyzing and creating visual texts. The unit explores various visual genres like photographs, comics, picture books, television advertising and films. Students learn frameworks for "reading" different visual texts by considering elements like objects, settings, color, body language and more. Activities include analyzing photographs, sequencing comic panels, writing stories to accompany picture books and more. The goal is for students to critically analyze socio-cultural contexts and production of visual information.
Teaching english literature in brazilian high school classes adriana sales ...Adriana Sales Zardini
This document discusses using literature in Brazilian high school English classes. It defines literature and outlines reasons to use it, such as exposing students to authentic materials, encouraging discussion, and developing whole-person education. The document presents models for teaching literature, including the cultural, language, and personal growth models. It provides examples of icebreakers, discusses choosing age-appropriate texts for primary and secondary students, and shares the author's experiences introducing literary works like Shakespeare and Jane Austen novels in their Brazilian classes.
Improving groupwork and reading comprehension capabilities. Speech presented at the Training Week for Staff Capacity Building Perspectives and Modernization of Higher Education (Pavia, September 20-26, 2015)
The provided document contains information about the Louder Than a Bomb film curriculum, including an introduction to the film and pedagogy, a table of contents, descriptions of activities and objectives, and details about aligning the curriculum to common core standards. The curriculum uses spoken word poetry to engage students in watching film performances, discussing techniques, exploring their own writing, and sharing their work. The goal is for students to gain exposure to poetry and create five original poems reflecting their lives, while strengthening skills in reading, writing, and public speaking.
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
This document discusses using folktales to teach language and culture. It proposes exploring how to create thematic units centered around folktales that teach language concepts while reinforcing cultural understanding. The presenter aims to provide strategies for novice teachers and learners to stay in the target language. Neuroscience research is discussed showing how stories activate more areas of the brain than plain facts alone. Various forms of assessment centered around folktales are proposed, including illustrating stories, acting out tales, discussing characters, and writing original legends.
Story-Based Approach to Teaching Preschool EnglishMargarita Kosior
This document discusses using storytelling to teach English to preschoolers. It explains that the preschool years are important for personal, social, emotional and language development. The benefits of storytelling include boosting mental abilities like creativity, arousing curiosity, teaching social and cultural lessons, and promoting active learning. An action plan is provided for using stories in the classroom, including selecting stories, preparing vocabulary, telling the story engagingly, and doing follow-up activities like roleplaying or drawing. Examples discussed are The Rainbow Fish and The Very Hungry Caterpillar, including messages and suggested follow-up lessons.
This document discusses alternative energy sources and provides tips for conserving energy at home. It begins by noting that most current energy comes from non-renewable fossil fuels like coal, oil, and gas. It then outlines several renewable and alternative energy sources including solar, wind, hydroelectric, and geothermal energy. The document concludes by listing specific actions individuals can take to conserve energy and resources, such as using energy efficient light bulbs, line drying clothes, insulating water heaters, driving less, recycling, and composting. The overall message is about the importance of transitioning to renewable energy and providing everyday tips for reducing environmental impact.
This document outlines a student project on wetlands creatures. Students will go on a field trip to observe a wetlands ecosystem and choose a creature to research. They will create a bubble map to organize facts about the creature's name, diet, habits, enemies, young, and physical characteristics. Students will then make a PowerPoint presentation on their creature and present it to the class. Finally, they will paint their creature on a classroom mural. The project will be graded based on participation, the quality of the bubble map and PowerPoint, and portraying the creature in the mural.
Telling Your Story to Motivate Donors and Advocates for Your CauseRachel Kubicki
This presentation focuses on the importance of great story telling and also provides step by step instructions for creating your story. Included you will find examples, quotes for inspiration, and more. This is intended for board members, nonprofit executives, fundraisers and volunteers. The goal is to equip you with a strong story that attracts and motivates others to engage with your nonprofit.
This document summarizes ways that picture books can be used in secondary classrooms beyond early childhood education. Picture books can be used for read alouds to engage students, as "touchstone texts" to teach specific concepts repeatedly, for frontloading new topics to build background knowledge, in genre studies to analyze characteristics of picture books, and to inspire writing prompts and projects. Picture books offer opportunities for differentiation, cross-curricular connections, author/illustrator studies, and supporting skills in visual literacy, art, and other subjects.
This document provides guidance on crafting an effective story to promote a farm experience. It emphasizes that a good story has a clear beginning, middle, and end, with a main character who faces and overcomes obstacles. It outlines key elements like connection to the audience, conflict/struggle, and resolution. The document encourages finding unique and relatable aspects of the farm experience and practicing telling the story with passion to engage listeners and convey the impact on the community. Farmers are guided to craft their story by focusing on who the hero is, what barriers they faced, why they are farming, how their vision emerged, and the difference they are making.
Today, a story could be oral, written or digital. Stories help us relate personally to universal truths and add an emotional connection. Stories are an inseparable part of growing up. It is definitely an experience that most of us have gone through. Here is presentation that highlights on why people are more influenced by storytelling approach of teaching.
Crafting Puppets and telling stories: ludic learning for young learnersValéria Benévolo França
This was a project conduct with very young learners which used Flow Theaory and active learning strategies in order to foster storytelling and language production. Presented at the 2019 IATEFL International Conference.
Stories are one of the most effective ways humans communicate and make sense of reality. Neuroscience research shows that storytelling facilitates understanding between speakers and listeners by transporting people to different perspectives. While facts alone are meaningless, stories provide context that help reframe people's understanding of facts. Effective leaders recognize the power of storytelling to begin dialogues and inspire others. Stories follow common structures like having a beginning, middle, end, hero's journey, and plot points that build suspense to emotionally engage audiences.
Using picture books in the middle schoolRose Hagar
Rose Hagar presented on using picture books in middle school. She explained that picture books use images and text together to tell stories, with pictures enhancing the brief text. While typically only 32 pages long, picture books can explore complex themes through visual elements and symbolism over the heads of younger readers. They are suitable for middle school as their universal themes promote comprehension and enjoyment while fitting time constraints. Picture books expose students to diverse topics and genres in an accessible way to develop reading and writing skills.
It discusses about the storytelling. It give tips on how to tell a story. The benefits of the telling story is also discussed. IT helps you on how to select a story according to the the age of your listeners.
This document provides advice for writing picture books, including choosing an appropriate age level, developing an original idea, crafting memorable characters, using effective words and text layout, illustrating or finding an illustrator, getting feedback, and publishing options. The key steps are to identify the target age group, develop an engaging story idea with buildup and resolution, write in a way that sounds enjoyable for children, and refine the text through feedback and multiple drafts before submitting to publishers. Picture books should have 16-32 pages that balance text and images to tell an entertaining visual story for young readers.
Making Sense of a Reading Community. Lesson at ASK Centre (Art, Science and Knowledge) at Bocconi University about the social reading community of TwLetteratura.
This document discusses standards and purposes for children's literature and literacy development. It covers types of children's books, criteria for selecting books, integrating literature into the curriculum, and encouraging children to engage with books through activities like authoring, illustrating, storytelling and poetry. Tips are provided for teachers on making reading opportunities frequent and guiding reading activities.
Educational Uses of Digital StorytellingBriana Allen
Educational Uses of Digital Storytelling
Digital storytelling can be used in various ways in education. It allows seamless integration into language arts by having students create personal narratives. Stories can also be created for any content area to explain difficult concepts. Digital stories about historical events promote research and organizational skills while facilitating a deeper understanding of the topic. Challenges include ensuring access to needed technology and dealing with issues of time, copyright, and internet filtering. However, digital storytelling teaches important literacy and learning skills when used as an instructional and creative tool in the classroom.
A visual literacy unit for students in years 7 and 8lpanozza
This document outlines a visual literacy unit for students in years 7 and 8 that teaches skills in analyzing and creating visual texts. The unit explores various visual genres like photographs, comics, picture books, television advertising and films. Students learn frameworks for "reading" different visual texts by considering elements like objects, settings, color, body language and more. Activities include analyzing photographs, sequencing comic panels, writing stories to accompany picture books and more. The goal is for students to critically analyze socio-cultural contexts and production of visual information.
Teaching english literature in brazilian high school classes adriana sales ...Adriana Sales Zardini
This document discusses using literature in Brazilian high school English classes. It defines literature and outlines reasons to use it, such as exposing students to authentic materials, encouraging discussion, and developing whole-person education. The document presents models for teaching literature, including the cultural, language, and personal growth models. It provides examples of icebreakers, discusses choosing age-appropriate texts for primary and secondary students, and shares the author's experiences introducing literary works like Shakespeare and Jane Austen novels in their Brazilian classes.
Improving groupwork and reading comprehension capabilities. Speech presented at the Training Week for Staff Capacity Building Perspectives and Modernization of Higher Education (Pavia, September 20-26, 2015)
The provided document contains information about the Louder Than a Bomb film curriculum, including an introduction to the film and pedagogy, a table of contents, descriptions of activities and objectives, and details about aligning the curriculum to common core standards. The curriculum uses spoken word poetry to engage students in watching film performances, discussing techniques, exploring their own writing, and sharing their work. The goal is for students to gain exposure to poetry and create five original poems reflecting their lives, while strengthening skills in reading, writing, and public speaking.
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
This document discusses using folktales to teach language and culture. It proposes exploring how to create thematic units centered around folktales that teach language concepts while reinforcing cultural understanding. The presenter aims to provide strategies for novice teachers and learners to stay in the target language. Neuroscience research is discussed showing how stories activate more areas of the brain than plain facts alone. Various forms of assessment centered around folktales are proposed, including illustrating stories, acting out tales, discussing characters, and writing original legends.
Story-Based Approach to Teaching Preschool EnglishMargarita Kosior
This document discusses using storytelling to teach English to preschoolers. It explains that the preschool years are important for personal, social, emotional and language development. The benefits of storytelling include boosting mental abilities like creativity, arousing curiosity, teaching social and cultural lessons, and promoting active learning. An action plan is provided for using stories in the classroom, including selecting stories, preparing vocabulary, telling the story engagingly, and doing follow-up activities like roleplaying or drawing. Examples discussed are The Rainbow Fish and The Very Hungry Caterpillar, including messages and suggested follow-up lessons.
This document discusses alternative energy sources and provides tips for conserving energy at home. It begins by noting that most current energy comes from non-renewable fossil fuels like coal, oil, and gas. It then outlines several renewable and alternative energy sources including solar, wind, hydroelectric, and geothermal energy. The document concludes by listing specific actions individuals can take to conserve energy and resources, such as using energy efficient light bulbs, line drying clothes, insulating water heaters, driving less, recycling, and composting. The overall message is about the importance of transitioning to renewable energy and providing everyday tips for reducing environmental impact.
This document outlines a student project on wetlands creatures. Students will go on a field trip to observe a wetlands ecosystem and choose a creature to research. They will create a bubble map to organize facts about the creature's name, diet, habits, enemies, young, and physical characteristics. Students will then make a PowerPoint presentation on their creature and present it to the class. Finally, they will paint their creature on a classroom mural. The project will be graded based on participation, the quality of the bubble map and PowerPoint, and portraying the creature in the mural.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
The document provides a history of Lake Wallenpaupack in Pennsylvania from its earliest settlements in 1774 by the Leni Lenape tribe to its present day use. In the early 1900s, the Pennsylvania Power and Light Company began buying land to create a man-made lake through dam construction for purposes of hydroelectric power generation. Construction on the dam was completed in 1926, forming the 5,700 acre Lake Wallenpaupack. Today it is a popular recreational area while still serving as a source of hydroelectric power.
This document discusses apps and technology use with youth. It addresses why apps should be used, when they are appropriate, and how to best utilize them. Key points covered include using apps to promote learning, engagement and positive emotions. Guidelines are provided around age-appropriate usage and co-viewing experiences. Specific app recommendations are made for literacy, science, math and other subject areas. References and resources for finding educational apps are also included.
Science Through Stories (Story Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Storytellling in Schools ARTs i July 2013Anne Murray
This document discusses a storytelling project with 6 boys struggling with literacy skills. Through weekly storytelling sessions over several months, the boys improved their language development, narrative skills, confidence, and writing ability. Storytelling benefits children's cognitive, social, and emotional development by engaging their listening skills and developing narrative understanding. The project was a success, with teachers, parents, and the boys themselves reporting increased confidence and participation in class.
This document discusses how storytelling can be an effective tool for teaching English. It argues that stories help students learn meanings and experience sustained language use. The document provides tips for choosing stories, becoming an effective storyteller, and engaging students as storytellers. It emphasizes the importance of visualizing stories and practicing timing, voice, and gestures. Overall, the document promotes storytelling as a way to improve students' language skills and confidence.
Preliminary slides for narrative activity in conference workshop, "Lacunae of enchantments: unfolding spaces ‘in which it is once more possible to think’…and act". Presented at 'Re-enchanting the Academy', Canterbury, 25-27 September 2015 (https://www.canterbury.ac.uk/education/conferences-events/re-enchanting-the-academy/re-enchanting-the-academy.aspx)
Tale, who was never quite in the real world and who aspired to panache, brought a storybook, filled with devices, fancies and imaginings, ‘Whosoever lives these stories shall have the fairest prose of all. I give you the gift of academic writing.’
Preliminary activity for workshop, 'Lacunae of enchantments: unfolding spaces ‘in which it is once more possible to think’…and act', presented at 'Re-enchanting the Academy' conference, Canterbury, 25-27 September 2015.
Narrative approach to language learning (NALL)Saima Abedi
Stories have long held a significant role in students’ language learning. Use of stories in a foreign or second language classroom provides learners access to authentic examples of target language: grammatical forms and narrative discourse. Stories not only enhance students’ ability to polish their basic language skills but also ignite imagination and creativity. As a result, the learners become more confident and eager to contribute their ideas and communicate their feelings, partaking actively in class activities. The presenter will help participants to explore more about the framework of a well-structured narrative plus story writing strategies and online activities. Also, the presentation will also share the assessment techniques, which can be categorically used by EFL or ESL teachers as effective measurement tools for evaluation and further improvement of learners’ narrative writing skills.
The document discusses the use of folktales in education. It outlines that folktales can be used as a tool for teaching and transferring knowledge to students. Teachers can use existing folktales or create their own to bring lessons to life through narrative storytelling. This engages students' imagination and emotions, allowing them to identify with characters and situations and transform the story into an experiential reality that supports learning. The document provides characteristics of teaching through folktale narration, emphasizing the creation of heroes, enemies, and conflicts to develop lessons in an imaginative way.
ANGLO CONGRESS Storytelling with very young learnersAnalia Ferraro
Storytelling is an effective way to teach young language learners. It helps develop important skills like listening, speaking, and memory recall. Stories provide comprehensible input that aids unconscious language acquisition. Teachers should use stories to scaffold language learning and push students to produce output by retelling stories in their own words. Implementing stories, songs, chants and games creates a memorable and engaging experience for developing language abilities in young learners.
Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET ...shellmhenderson
2014 UNOmaha K-8 MET Link conference presentation: Research has provided strong links between child’s play and early literacy learning. Participants will learn several ways to incorporate literacy experiences in play and playful learning with adaptations for different developmental levels.
This document discusses the use of stories in teaching psychology. It argues that stories are a powerful and memorable way to convey information to students. Stories engage students' emotions and imagination in a way that theories and facts alone cannot. The document provides guidance on finding and selecting appropriate stories from various sources to illustrate psychological concepts. It also offers tips for structuring lectures around narratives and using storytelling techniques to enhance engagement and recall of course material.
Storytelling is an effective teaching method that engages learners, organizes information, and facilitates remembering and understanding. It involves sharing stories to educate, preserve culture, and instill values. As a powerful pedagogical tool, storytelling opens minds and enhances the learning environment. The art of storytelling involves using language, vocalization, gestures, and movements to bring a story to life for an audience. It can promote language learning, creativity, culture, values, and public speaking skills, while making the classroom more communicative.
Developing Language and Literacy through storytelling.pptxNabaeghaNajam1
This document discusses the benefits of storytelling for kindergarten children learning a modern language. It states that stories stimulate children's imaginations and involvement, help develop thinking and social skills, and facilitate language learning. Specific benefits mentioned include enhancing motivation, developing different perspectives, integrating other subjects, contextualizing new vocabulary, and improving skills like pronunciation. The document also provides guidelines for performing stories and lists different types of stories that can be told. It emphasizes that stories impart wisdom, ignite imagination, and help children understand themselves and the world.
This document discusses using narrative and storytelling techniques to communicate science. It explains that stories about scientific discoveries, scientists' lives, and implications of science can engage audiences. Key elements of stories like plot, characters, and setting are reviewed. Cognitive psychology research suggests stories are how humans understand the world as they involve social interactions and convey values. The document provides examples of narratives that can frame science like history, discovery processes, and solving problems. Storytelling is presented as an effective way to communicate complex scientific concepts and issues like climate change.
Storytelling is an ancient art that can be used effectively in education. It encourages creative expression and communication skills in students. Stories impart meaning and values while stimulating the imagination without real experiences. Educators have long recognized storytelling's academic and emotional benefits for students. It grabs their attention through voice, movement and dramatization. Stories expose children to rich vocabulary and concepts in an engaging way. They allow children to make sense of the world through symbolic journeys. Effective storytelling considers elements like characters, plot structure, tension and resolution to craft engaging narratives. It is a powerful tool when used strategically in early education.
The document discusses how storytelling can be an effective tool for teaching English. It argues that stories help students learn the meanings and uses of language through exposure to flowing language. Stories also engage and motivate students. The document provides tips for teachers on choosing stories, preparing to tell stories, techniques for storytelling, and ways to get students involved in storytelling. It recommends using stories to introduce, consolidate and conclude lessons in an enjoyable manner.
#1NWebinar – Building Relationships through Interactive StorytellingOne North
This document discusses the effectiveness of storytelling for marketing and provides guidance on developing stories. It notes that storytelling is universally practiced because it is how we understand things. Stories form relationships by sharing experiences. Effective stories create an experience by bringing the audience from one place to another. The document outlines approaches for linear stories, which bring the audience from a beginning to an end using techniques like narrative arcs and strong "next actions," and associative stories, which allow a more immersive experience through thematic organization and open navigation. It provides tips for getting started with storytelling and examples of existing linear and associative stories.
Transforming Healthcare: the power of participatory co-design and creative ar...QUT
This document summarizes a presentation about using participatory co-design and creative arts-based research methods to transform healthcare. It discusses how these methods allow for authentic voices, transformative impact, and enabling futures dialogue. Some key benefits highlighted include accepting uncertainty, being people-focused, and leveraging the power of visual storytelling. Various arts-based research methods are presented, including research poetry, photography, drawing, drama, and participatory design. The document then provides a detailed example of creating research poetry from interview transcripts. It outlines a five-step process for immersive creation, critical reflection, consideration of ethics, and community engagement.
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
New trends in literature and graphic novels inRose Hagar
This document discusses how literature is changing for digital-age readers and the importance of incorporating graphic novels and other new formats into classrooms. It notes that today's students are "digital natives" accustomed to visual/digital media. Graphic novels appeal to students because they combine words and images, require active engagement, and develop literacy skills. Incorporating graphic novels benefits struggling readers and English language learners. The document advocates exposing students to new genres and topics that reflect societal changes in order to make reading relevant and motivate students.
Why, when, and how should we use apps in the library, particularly with young children? Find some answers to these questions. Discover apps that aid early literacy, math, and science learning as well as some notable eBook apps. Get ideas on how to use iPads in library programming.
This document provides information about a Children's Literature Update presentation by Amanda Hoover and Hayley McEwing. It lists several children's books along with suggested library program ideas for each book, including activities, crafts, and educational resources related to the stories' topics. The presentation aims to give librarians ideas for engaging children through storytimes, programs, and other library events.
This document provides a summary of the activities for a story time event called "Gotta Move! Story Time" for 2-5 year olds. Over two Thursdays in November and December (excluding Christmas Eve, Christmas Day, and New Year's Eve), the event will include letter knowledge, rhymes, phonological awareness exercises, a listening story, a participation story, print motivation, and an opportunity for children and parents to read to each other using kits provided. The document lists specific songs, rhymes, and activities to be included under each skill area.
(2010 4) It's Raining Cats and Dogs (Narr)MissHayleyMac
This document provides guidance for storytelling activities for toddlers to help develop their narrative skills. It includes suggestions to let children help tell stories in their own way, put actions to rhymes to tell stories interactively, and encourage children to repeat phrases from stories. Examples of books and songs are also given that could be used for these storytelling activities.
(2010 4) It's Raining Cats and Dogs (P Aware)MissHayleyMac
The document provides activities and story suggestions for a library program called "Tales and Talk for 2's & 3's" about cats and dogs. It includes book recommendations that involve speech bubbles, hidden words, and unique fonts. It also suggests acting out a rhyme about a cat tickling a sleeping puppy dog and making signs with the children. Music is recommended to help children learn and enhance mood. Pointing out individual letters in a story and asking the child to remove pre-cut dog and cat images one by one to identify what is left are also engaging activities proposed in the document.
1) This document provides details about a story time event for 2-5 year olds focused on the letter F.
2) The event includes letter exercises, rhymes, songs, listening to stories, and movement activities related to the letter F.
3) Some of the activities mentioned are singing and acting out "Five Little Speckled Frogs" and doing syllable clapping with children's names.
(2010 4) What a Wonderful World (Phono)MissHayleyMac
Wednesdays at the library offer storytimes for 2-3 year olds featuring music and books. Songs like "Wonderful World" are sung to help children learn the sounds that make up words. Rhyming books and songs that incorporate movement are shared to engage children. The storytime also highlights the importance of caring for the earth by reducing litter and recycling. Families are encouraged to have conversations about recycling and sort materials during outdoor activities.
This document provides a lesson plan for a "Gotta Move! Story Time" focusing on the letter B for preschool aged children, including activities like letter recognition, rhymes, sounds/syllables, stories, and circle time songs to develop early literacy skills through movement and participation.
The document provides suggestions for sharing books and engaging in activities at storytime with children ages 2-3 that promote language development and an enjoyment of reading. It includes recommendations to share books the children enjoy and find funny, use props and actions to involve the children, discuss pictures, and end with a song and art activity about hugs and kisses. Specific book titles are recommended to share and rhymes provided to recite that incorporate movements.
This document provides information for a storytime program at the library called "Tales and Talk for 2's & 3's" that focuses on introducing colors and new words to young children through stories, songs, toys, and movement activities. It recommends reading books that engage multiple senses to help children understand words, and suggests nature activities families can do at home to continue exploring colors.
This document provides information about a story time program for toddlers called "Tales and Talk for 2's & 3's" held on Wednesdays at 10am and 11am. It includes the title of a song and book to be read, suggestions for reading with toddlers at home including having shorter reading sessions, and an interactive fingerplay song about rain. The document encourages sharing stories in different formats and exploring outdoors after rain, noting developmental benefits for children.
The document provides information about an opposites-themed storytime for toddlers including book recommendations that highlight opposites through pictures and words. It also suggests acting out opposites through songs and gestures. Arts and crafts activities are proposed to explore color feelings and textures. Developing vocabulary and narrative skills in a playful manner by following children's interests is encouraged.
This document provides the schedule and activities for a story time event focused on the letter D for 2-5 year olds. The event includes letter recognition, rhymes, songs, a listening story, and interactive stories to work on skills like letter knowledge, vocabulary, phonological awareness, narrative skills, and print motivation. Activities include exploring the letter D, singing rhymes like "Humpty Dumpty" and "Dance Thumbkin Dance", saying and clapping names, a listening story called "Dunk Skunk", and interactive stories involving running, sitting, and circle songs.
Using Picturebooks to Expand PerceptionMissHayleyMac
The document discusses how picture books can be used to expand people's perceptions. It provides examples of picture books that can influence perception based on emotions, viewing things as parts versus wholes, length of observation, and sequence of observation. Some key picture books mentioned include The Dot, Duck! Rabbit!, and Black and White. The document also provides discussion questions and activities that can accompany each book to help readers understand how their own and others' perceptions may change.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. The New Literacies: Challenges and Solutions for the 21st Century Science Through Stories Hayley McEwing, Children’s Librarian http://hayleymcewing.pbworks.com/
4. Why Share Stories? Engage Emotional Intelligence “ . . . attuning to our feelings, according to neurological research, helps us find the meaning in data …, Emotions science now tells us, are part of rationality , not opposed to it (42).”
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9. Storytelling Story Reading WHO Storyteller + audience Story reader + book + audience WHAT Creation and improvisation of story Book contains the story WHEN Naturally Certain times of the day WHERE Anywhere Anywhere that has a book WHY Relationship between storyteller and audience. Encourages personal stories and appreciation for oral history. Strongest bond usually occurs between story reader and just one or two listeners. Encourages independent reading and appreciation for literature. HOW Innumerable techniques Limited techniques
14. Storytelling Story Reading WHO Storyteller + audience Story reader + book + audience WHAT Creation and improvisation of story Book contains the story WHEN Naturally Certain times of the day WHERE Anywhere Anywhere that has a book WHY Relationship between storyteller and audience. Encourages personal stories and appreciation for oral history. Strongest bond usually occurs between story reader and just one or two listeners. Encourages independent reading and appreciation for literature. HOW Innumerable techniques Limited techniques
20. Science Through Stories Any Questions Before Demonstrations? Hayley McEwing, Children’s Librarian http://hayleymcewing.pbworks.com/
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Editor's Notes
Good Morning! My name is Hayley McEwing. I am a children’s librarian with the PLYMC. I am pleased to be here today to explore two of the mutual challenges of both educators and librarians – The first challenge is, how do we motivate others to learn? The second challenge is for ourselves as well as the individuals we serve, and that is how can we all better understand the information we come in contact with? While there are numerous possible solutions being acknowledged in the 21 st Century and here at this conference, the following presentation focuses on the solution of story sharing. Demonstrations at the end will share stories embedded in science concepts.
First, let’s define stories. According to Mallan in Crash Course in Storytelling, stories have an emotional component to them that is lacking in a pure “just the facts” presentation of information that we see in scientific reports. It is interesting to note how children’s books, particularly picturebooks, blur the line between pure fiction stories and pure nonfiction texts. The books on display are examples of this phenomenon. Some incorporate the facts on each double page spread while some share the facts at the end of the story. Examples (not in my picturebook correlations): Aliki. My Visit to the Zoo. Barner, Bob. Dem Bones Sayre, April Pulley. Trout, Trout, Trout! (A Fish Chant) Schaefer, Lola. M. An Island Grows. Schlein, Miriam. Hello, Hello! Swinburne, Stephen R. Ocean Soup: Tide-Pool Poems.
We have an idea of what stories are … Why share them? There are 3 reasons we’ll cover today. The first reason to share stories is to engage emotional intelligence. Here are a couple of resources that get into the research and importance of emotional intelligence. Here are two other resources that share practical ways to incorporate storytelling into school curriculum.
Let’s look into the idea of emotion and emotional intelligence a bit further. According to Daniel Goleman in Primal Leadership: Realizing the Power of Emotional Intelligence “emotions are part of rationality not opposed to it.” Therefore, our feelings can help us find the meaning in data. It is interesting to note that Goleman sees engaging emotional intelligence as a key to the creation of superior leaders. As educators and librarians, we too desire to foster leaders. Why not through emotional intelligence?
Emotional intelligence can be broken down into two main learning components: intrapersonal and interpersonal learning. Intrapersonal or Individual Investigation (what Goleman calls “Personal Competence” 39) is How you see yourself and how others see you – This includes the Real and Ideal self (Goleman 134). Identity (who I am) and Value Systems (what I believe) are real investigations that occur internally. Stories are the perfect segue into this mode of learning because we can compare ourselves and our experiences to a character and his/her experiences. Imagination and self expression are the ideal aspects of individual investigation. When we listen to or read stories, we exercise our internal visualization skills which transfers to goal setting and can lead to change in our previous identity, beliefs, and behavior. Because emotional intelligence includes self-expression, I encourage you to take the story sharing skills we will learn today and teach them to the individuals you work with.
The second main learning component of emotional intelligence is interpersonal learning or as Goleman calls it “Social Competence” (39). As Carol Birch suggests in The Whole Story Handbook , shared stories create and enhance community bonds because shared stories become shared reference points. In other words, stories help us find commonalities both in our past and in our present. Common past stories include events, traditions, and everyday experiences. For example, through the natural story sharing that occurs in conversation, we might discover we both own pets that were once strays. We’ll share when and where we found the animal and how we rescued it. This is a common past story. Common present stories occur when individuals come together as an audience to watch a performance or discuss a book. The idea behind the One Book – One Community campaign is to create a common present story in order to build community.
Not only do stories naturally engage both learning components of our emotional intelligence, using stories to orient our feelings and attitudes around a subject helps us remember and understand that subject. Stories put information into a meaningful context.
The third reason to share stories with the individuals we work with is because it stimulates all kinds of learners and all kinds of learning. We’ve already detailed the intrapersonal and interpersonal learning that occurs with story sharing. Verbal-linguistic learners are stimulated by the language when they hear, read, write, and tell their own stories. Musical learners become especially involved in stories that incorporate the technique of music, but they can also appreciate the various aspects of sound (which we’ll detail later). There are also specific kinds of stories that attract the logical-mathematical learners. Some examples we will detail later include cut and tell, folding, and tangram stories, and there are also riddle stories like those in Shannon’s Stories to Solve . Or stories that involve magic tricks. Visual learners are stimulated by a story sharer’s gestures and facial expressions as well as props. Kinesthetic learners are involved in audience participation pieces, movement stories, and of course, the performance of their own stories.
We’ve defined stories and talked about why sharing them is important to learning. Now we need to cover how to share stories. There are two basic means of story sharing: Storytelling and Story Reading. In pure story reading, there is the reader, book, and audience. The story is limited by the book’s text and sharing is strongest with fewer listeners. In pure story telling, there is just the teller and the audience. The story can be improvised and presented in innumerable ways and therefore, can reach a larger audience.
What I am referring to as story sharing is a mix between storytelling and story reading. In story sharing, there are elements of oral telling and large audience engagement, but there is also a place to use objects such as props or images.
Now let’s look at the kinds of stories that are good for story sharing. In the interest of time, I’ll go into detail about forms that may be less familiar. Cut and Tell / Folding Stories – Your object is some kind of paper (e.g. construction paper, newspaper, napkin) or cloth (e.g. handkerchief, towels) and by cutting or folding you bring an object or several objects from the story to life Kallevig, Christine Petrell. Folding Stories: Storytelling and Origami Together As One. Draw and Tell / Chalk Talk / Sand Stories – Basically, any kind of drawing (marker/drawing pad or chalk/sidewalk) that occurs in real time, during the presentation, and is accompanied by a story falls under this draw and tell category. Castillo, Joe: http://www.sandstory.com/ Poetry – As language arts specialists, many of you are already using this form to transfer information, but just a reminder … poetry is the perfect kind of story to incorporate movement. Bauer, Caroline Feller. New Handbook for Storytellers: With Stories, Poems, Magic, and More. Don’t underestimate the power of personal stories to motivate and engage audiences in certain subjects. Personal Stories – These stories are based on a past or present events in your everyday life Use Davis, Donald. Telling Your Own Stories: For Family and Classroom Storytelling, Public Speaking, and Personal Journaling. To uncover stories and share them in all aspects of your life. For String Stories think of Cat’s Cradle - the storyteller manipulates a piece of string in order to represent objects and actions within the story De Las Casas, Dianne. Handmade Tales: Stories to Make and Take. Pellowski, Anne. The Story Vine: A Source Book of Unusual and Easy-to-Tell Stories from Around the World. In Tangram Stories – the teller assembles and disassembles pre-cut shapes to form objects mentioned in the story De las Casas, Dianne . Tangram Tales: Story Theater Using the Ancient Chinese Puzzle. Marsh, Valerie. Story Puzzles: Tales in the Tangram Tradition.
Above all, pick a story you like! Going back to that idea of emotional intelligence … If you like the story, you’re more likely to be able to learn and remember it. As you find stories you like, keep them in a special place so you always have a story to learn.
So now we’ve found a kind of story we feel emotional connected to, we need to think about how we will present it. Audience Participation is the most common technique to infuse into a story. It is any method used to engage an audience – do actions, say repeating phrases, add to or guess part of the story Digital – using any form of technology (computer, camera, interactive white board etc.) to help relay a story Bloom’s Taxonomy incorporating technology: http://www.techlearning.com/article/8670 Ohler, Jason. Digital Storytelling in the Classroom. Ohler, Jason: http://www.jasonohler.com/storytelling/index.cfm Promethean Plant: The World’s Largest Interactive White Board Community: http://www.prometheanplanet.com/ Magnet or Felt “Story Board” - using attachable pictures and a story board KizClub: http://kizclub.com/ “Stories and Props” Movement - sometimes an entire story can be based on audience movement Dow, Connie Bergstein. Dance, Turn, Hop, Learn! Enriching Movement Activities for Preschoolers. Landalf, Helen and Pamela Gerke. Movement Stories for Young Children Ages 3-6. Music – a refrain can be sung throughout the story, instrumental background music can be used to set a mood, or instruments can be used for sound effects or refrains Painter, William M. Storytelling with Music, Puppets, and Arts for Libraries and Classrooms. Puppets / Props – use puppets or stuffed animals (or other objects) to introduce, narrate, or animate a story or interact with the audience Frey, Yvonne Amar. One-Person Puppetry Streamlined and Simplified: With 38 Folktale Scripts. Tandem Telling / Readers Theatre – tandem stories are for two people/voices while readers theatre can involve more people Fleischman, Paul. Joyful Noise: Poems for Two Voices. Hoberman, Mary Ann. You Read to Me, I'll Read to You series.
Earlier we compared storytelling and story reading. As we learn how to hone our story sharing skills, lets examine the tradition of pure, oral storytelling in more detail.
Here are the five languages of oral storytelling as outlined by Davis, Donald. Telling Your Own Stories: For Family and Classroom Storytelling, Public Speaking, and Personal Journaling. I’ve further described them with support from: Birch, Carol L. The Whole Story Handbook. Sawyer, Ruth. The Way of the Storyteller. MacDonald, Margaret Read. The Storyteller’s Start-Up Book: Finding, Learning, Performing, and Using Folktales Including Twelve Tellable Tales. Gesture = includes facial expressions and controlling physical space Sound = By experimenting with _____ we create music with words that gives the words and overall story more meaning and life. Attitude = begins with your comfort level with the story which is, of course, effected by practice and choosing a story you’re emotional attached to. Then you can begin to let the overall feeling behind the story come through and create different attitudes for different characters. Feedback = is awareness of your audience. We involve our emotional intelligence to improvise because all audiences are different: “Storytelling is an audience-shaped art form.” Words = purposefully choose and memorize the words that are key to the story. For example, choose strong beginning and ending sentences.
Not only does story sharing engage all kinds of learners through the multiple intelligences, one can also learn a story through one’s specific learning style. Haven, Kendall and MaryGay Ducey. Crash Course in Storytelling. MacDonald, Margaret Read. The Storyteller’s Start-Up Book: Finding, Learning, Performing, and Using Folktales Including Twelve Tellable Tales. Sheppard, Tim. Compiled “Tips for Learning Stories.” http://www.timsheppard.co.uk/story/articles/learning.html (2009)
This resource is made for youth but is also useful to any beginning storyteller. Part Two helps one determine what kind of story learner one is and provides the appropriate story learning techniques.
Lastly, to make you feel more confident sharing stories, here are a few tips that will help you when make a performance mistake. They are taken from Haven, Kendall and MaryGay Ducey. Crash Course in Storytelling.
Before I share some stories that will involve an audience in science information, let’s briefly cover what science is in the early educational years – the basics that also carry into the years to come. Over all these components of science education, modern teaching resources stress everyday inquiry and (guided) self-exploration. Science related stories bring this subject into the everyday and provide opportunities for individuals to respond emotionally and get further involved in content. I have correlated picturebooks (cataloged “story”/fiction books) to the Science Early Learning – Primary Content Standards. This is available on my wiki: http://hayleymcewing.pbworks.com/ You will also find this PowerPoint and other bibliographies of pertinent resources on my professional wiki. I also want to bring your attention to the Institute for Library and Information Literacy Education website: http://www.ilile.org/instructionalRes/schoolLibTools/index.html They have correlated books, mostly nonfiction, to the Ohio Department of Education’s standards for grades K-5.
Before I share a few stories that will engage an audience with science information, are there any questions?
Preschool Inquiry A: 1 2 A. Ask a testable question. • Ask questions about objects, organisms and events in their environment during shared stories, conversations and play (e.g., ask about how worms eat). (1) • Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play (e.g., “Where does hail come from?”). (2)
Preschool Life A:2 A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). • Begin to differentiate between real and pretend through stories, illustrations, play and other media (e.g., talking flowers or animals). (2)
Here is an example of story sharing. < story > When Chameleon, Chameleon by Bishop is paired with A Color of His Own by Lionni, we address the preschool, life sciences standard, benchmark A, indicator 2 which is A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). • Begin to differentiate between real and pretend through stories, illustrations, play and other media (e.g., talking flowers or animals). (2) We investigate when and how chameleons change colors.