Narrative environments are spaces that foster storytelling activities. In this presentation, we will discuss turning learning environments into such spaces, where stories serve to instigate, facilitate and evaluate the learning process. We will look to narrative fiction as a vast storehouse of stories and metaphors that may be useful in such a narrative learning environment and we will discuss how literature, as an autonomous space for experiments with estimations and evaluations, with judgments of approval and condemnation, may serve as a powerful metaphor for education.
This presentation, an exercise in applied narratology, describes what a narrative learning environment may look like, based on our own experience as professors at institutes for tertiary education in the Netherlands and Tunisia. We will discuss how we have attempted to construct narrative learning environments based on the idea that ideally, education is, like narrative fiction, a ‘giant laboratory’ (Ricoeur 1990) where experiments with estimations and evaluations, with judgments of approval and condemnation can take place. Both are served by a certain degree of autonomy that allows for such experimentation. And both are, in the best cases, strongly polyphonic, rather than dominated by one single story.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
This presentation, an exercise in applied narratology, describes what a narrative learning environment may look like, based on our own experience as professors at institutes for tertiary education in the Netherlands and Tunisia. We will discuss how we have attempted to construct narrative learning environments based on the idea that ideally, education is, like narrative fiction, a ‘giant laboratory’ (Ricoeur 1990) where experiments with estimations and evaluations, with judgments of approval and condemnation can take place. Both are served by a certain degree of autonomy that allows for such experimentation. And both are, in the best cases, strongly polyphonic, rather than dominated by one single story.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
In June 2013, Moving Education hosted a workshop with four Irish teachers. Using structured dialogue, active participation Moving Education facilitated a conversation that helped inform the competition brief.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
PLACE Seminar: Faculty of Education, University of Cambridge 2014.
This seminar engages with emerging debates around the value and danger of writing as a creative experience, and what forms of writing are valued and supported within 21st century teaching and research. Janice brings together examples of the creative works and reflections written by pre-service teachers as novice authors over a three year period, and reflections on the experience of researchers as writers using qualitative methods in a climate of neo-positivism. She suggests that writing that is audacious, troubling and creative supports powerful thinking and has the power to disrupt our personal and professional habitus as artists, educators, and researchers.
In June 2013, Moving Education hosted a workshop with four Irish teachers. Using structured dialogue, active participation Moving Education facilitated a conversation that helped inform the competition brief.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
PLACE Seminar: Faculty of Education, University of Cambridge 2014.
This seminar engages with emerging debates around the value and danger of writing as a creative experience, and what forms of writing are valued and supported within 21st century teaching and research. Janice brings together examples of the creative works and reflections written by pre-service teachers as novice authors over a three year period, and reflections on the experience of researchers as writers using qualitative methods in a climate of neo-positivism. She suggests that writing that is audacious, troubling and creative supports powerful thinking and has the power to disrupt our personal and professional habitus as artists, educators, and researchers.
This series of ten lectures introduces ten texts from world history (poetry, philosophy, prose) that will help you reflect on leadership and the ethics and responsibilities that come with it.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Toward a Narrative Learning Environment. Narrative Fiction as a Model for Learning Processes
1. Narrative Fiction as a Model for the
Learning Process
TOWARDS A NARRATIVE LEARNING
ENVIRONMENT
floor van renssen
sjoerd-jeroen moenandar
Narrative and Metaphor in Education 2017
2. o ‘Space’ where storytelling
takes place (Gubrium &
Holstein 2009)
• Physical, virtual, etc.
o The storied environment
offers its members models
and resources for
storytelling
• Big stories
• Little stories
NARRATIVE ENVIRONMENTS
2
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
3. o ‘Space’ where learning
takes place
• Sphere of attention
• Learning is always a process
of becoming
o In narrative learning
environments
• Learning and teaching are
forms of storytelling
• dialogue, critical reflection
and knowledge generation
happen through storytelling
LEARNING ENVIRONMENTS
3
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
4. o Educating Language
Teachers: Dutch, English
o Student counselling:
obligatory assignments
are perceived as useless
and irrelevant; by
students ánd teachers.
(Moenandar and
Huisman, 2015)
CASE STUDY: TEACHER EDUCATION,
WINDESHEIM
4
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
5. o Stories as a ‘giant laboratory’
for teacher education
• All around ánd available
• Embedded in all areas of language
teaching
• Dialogic teaching through stories
• Teacher educators are models of
creating and working in ‘a storied
environment’
A NARRATIVE LEARNING ENVIRONMENT
IN TEACHER EDUCATION
5
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
6. o Critical reflection
(Moenandar and
Huisman 2015)
o Creative thinking (Fullan
and Langworthy 2014)
o Stimulating autonomy,
equality and empathy
GOALS OF NARRATIVE LEARNING
IN TEACHER EDUCATION
6
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
7. How can stories be used to instigate critical reflection,
creative thinking, and facilitate ‘becoming’ in
Language Teacher Education?
RESEARCH QUESTION
7
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
8. o Narrative assignments in
student counselling
o Dutch first year students in
Language teaching
o English (n=37)
o Dutch (n=38)
o Teacher educators Dutch
(n=3)
o Teacher educators English
(n=2)
o Four teachers have a focus on
literature education
INTERVENTION
8
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
9. All TEs created assignments for narrative coaching, based on a
storytelling model inspired by Greimas (Moenandar and
Huisman 2015)
Examples:
o ‘Write a story about how you ended up a teacher Training
for English’
o ‘Write a story about your personal development during your
first studysemester; based on weekly diaries of your
experiences’
ASSIGNMENT
9
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
10. o Narrative
questions/storytelling
teasers
o What kind of goals did/do
you have?
o Who helped you out on your
path? Why did they?
o Who obstructed you on your
path? Why did they?
o How did you deal with
adversity?
ASSIGNMENT STRUCTURE
0
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
11. o In-depth Interviews with
8 students and 3 teacher
educators
• 2 English TEs, 3 English
students
• 1 Dutch TE, 5 Dutch
students
o Model for Narrative
Interview (Basten and
Moenandar,
unpublished)
RESEARCH DESIGN
1
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
12. Deeper contact with teacher; adds quality of coaching
Peter: My teacher wanted me to be honest and he was open himself. I had some personal issues that effected my motivation
for my studies. I find it hard to talk about emotions, I’m not like that. By writing a story, I found a safe way to tell my teacher
what was bothering me. We talked about it and afterwards I felt very relieved. Right now, I feel confident again about my
ability to study. (contact / engagement / becoming)
Laura: ‘I would give these assignments to my own pupils aswell. Writing a story about your study-experiences works to get in
contact with your teacher. As a teacher, you get to know your students better through stories.’ (Teacher identity / contact)
Higher awareness of engagement, goals and successes in their studies
Anneke: ‘Through the story I wrote about my experiences in the first semester, I got an important insight: engagement in your
studies does not come from above; it is something you have to work for.’ (Engagement / becoming)
Loose instructions and focus on the process (instead of the product) seem to work.
Simon: ‘I think this is a real good way of learning. It makes you think in a different way, more intense. This is about yourself;
who you are. I expressed a lot of myself in the story. It helped that the assignment was very open and that we did not receive
a grade.’ (Assignment structure, teacher identity, becoming)
Anneke: ‘The assignment structure was too much constraining for me. Only when I heard that I was allowed to create my own
fairytale, in any form, I could start writing.’ (Assignment structure)
Students with high and low engagement and writing skills seem to profit from the assignments in processes of becoming.
STUDENT INTERVIEWS: QUOTES
2
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
13. Teacher engagement in student coaching
Hans: ‘It was much more fun to work with stories in student coaching, than the way I used to work. De stories provoked
students to describe real experiences, instead of socially acceptable reflection diaries.’ (Engagement / critical reflection)
Modelling and developing a more complete teacher identity
Julia: ‘Ik heb zelf ook geschreven en mijn verhaal voorgelezen. Daardoor werd ik mij ervan bewust kwetsbaar te kunnen zijn
als docent en dat ik ook daarin een model ben.’
Deeper contact with students
Julia: ‘The stories changed my view on some students. It was surprising how open they could be!’
Critical thinking and reflection
Robert: ‘Stories help to make students think thoroughly, when they get emotionally involved in the story. When that happens,
I observe a sudden silence in class. It is not only the message, but also the melody and rhytm in the language that makes
stories powerful.’
TE feel insecure about their ability in narrative coaching. They have doubts about the quality of the stories and how to assess
them.
TEACHER INTERVIEWS: QUOTES
3
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
14. Both students and teachers value the narrative assignments as meaningful, because
they
o raise awareness of goals, motivation and success
o Improve contact between teachers and students
o Provoke thinking and reflection
To take into account when designing a narrative learning environment:
o More writing support for students and training for teachers is needed
o Narrative coaching assignments also seem to work for students with low
self esteem in writing
o Instructions should be structured and free.
o Teachers and students would like more collaborative writing, technology
and formative assessment.
SIGNIFICANT OUTCOMES
4
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
15. How can we elaborate the assignments to
stimulate processes of becoming, like
empathy, citizenship and teacher identity?
How can we improve the narrative learning
environment by integrating narrative
reflection in content courses: literature,
reading and writing skills and internships?
How can we integrate technology and
multimedia to stimulate collaborative writing,
student engagement and ICT-skills?
FURTHER QUESTIONS
5
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
16. o Convey
• ‘Plant’ stories in the
learning environment
o Collect
• Collect stories through
narrative communication
o Curate
• Narrative learning
environment: collection of
stories.
• Teacher: curator of this
collection
ROLE TEACHER IN NARRATIVE LEARNING
ENVIRONMENT: 3 C’S
6
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
17. o Main character
o A goal
o What did you want?
o A reason
o Why did you want that?
o Opponent(s)
o Who/what obstructed you?
o Helper(s)
o Who/what helped you?
o Someone who profits
o Who gains when you achieve
your goal?
o Who suffers when you don’t?
STRUCTURED FREE STORYTELLING
(INSPIRED BY GREIMAS)
7
floor van renssen
sjoerd-jeroen moenandar narrative learning environments
18. 1. Desire
• When did you know what
you wanted and why?
2. Ability
• How did you gather the
means to achieve your goal?
3. Action
• How did you achieve your
goal?
4. Results
• What are the consequences
of you achieving your goal?
STRUCTURED FREE STORYTELLING
(INSPIRED BY GREIMAS) CONT.
8
floor van renssen
sjoerd-jeroen moenandar towards a narrative learning environment
Editor's Notes
SJ
SJ
SJ
Floor
1 minuut
Floor
1 min
: novels, short stories, poems
Floor
1 min
Floor
30 sec
Floor 1 min
Floor 1 min
Floor 1 min
Floor 1 min
Floor; 2 min
Anneke wrote a story about a king and a queen and their love life. The king realised he had to work for is love to keep it. For Anneke, this was a metaphor for her own relation towards her studies: she had to keep working to stay engaged. Engagement is not something that comes from above!
Simon, Peter and Laura do not think of themselves as skilled writers. They come from vocational studies and have litte selfconfidence when it comes to writing skills and language skills in general. The open assignment structure and the fact that the stories were not evaluated on text quality, but only on personal reflection, gave hem enough courage to write in a personal reflective way. Anneke is a very skilled writer; she grew up with a lot of books and stories. She did not need any structure, because she created her own structure: a fairytale that served as a metaphor.