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An Introduction to Storyline

An Introduction to Storyline

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An Introduction to Storyline

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  1. An Introduction to Storyline Yvonne McBlain Support Teacher – Effective Learning and Teaching

  2. Format : • Welcome • Brief presentation • Practical experience of storyline – wee taster • Tour of Storyline Glow group • Study of Storyline plans • Evaluation

  3. 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

  4. 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 .

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

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

  7. STORYLINE PLANNING FORMAT

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

  9. Let’s Have a Go!

  10. What do you notice about storyline? • Which curricular areas could this storyline target? • Which skills within these areas can your activities target? • How much control do you need to retain? What benefits are there to supplying information? What drawbacks can you see – is it better to allow more pupil choice?

  11. Curriculum for Excellence – Why Storyline? In what ways could storyline methodology help you implement Curriculum for Excellence?

  12. Curriculum for Excellence – Why Storyline? • Integrates creativity & independent learning – development of pupil critical & creative thinking for future economic/national success. • Interdisciplinary opportunities allows stream-lining desired by the new curriculum. • Possible impact of increased pupil engagement on attainment. • Offers a framework for the principles of Curriculum Design (Building the Curriculum 3). • Match between educational philosophy & methodology desired by CfE.

  13. Links with Learning to Achieve? • Principles of curriculum design • Learning and Teaching • Curriculum Outcomes • Learning Entitlements • Other sections depending on implementation

  14. Storyline – Latest Developments • World War II, Scottish Wars of Independence, When Gran was a Girl, Romans @ first level & Toys @ early social studies pilot project materials being finalised and added to storyline GLOW group documents • GLOW group collection of storyline materials in the documents section to provide and support teachers – please contribute if you can! • Many schools now delivering one topic per session using storyline in preparation year for Curriculum for Excellence • CPD each session will include an opportunity for the evaluation and planning of teacher-created storylines as well as introductory sessions

  15. Storyline – How should I use it? • Try an existing plan initially to gain confidence and experience • Ensure your storyline devices are suitable for your pupils – if unsure get advice from SMT • One storyline per class per session is enough • As you gain experience adapt your storylines to allow pupils to lead as much as possible • Enter into the spirit of storyline and make it enjoyable for your pupils – and you! 

  16. What storyline support is there? • Tour of Storyline Glow group • Study of existing plans & materials – group discussion • yvonne.mcblain@falkirk.gov.uk • 01324 501985

  17. Evaluation • Review of learning intentions • Completion of evaluation forms