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bill law’s three-scene storyboarding questioning storyboards

bill law’s three-scene storyboarding questioning storyboards. to help you to…. > set storyboards in an extended learning process > understand the value of questioning them > elicit a story, find its meaning & establish its purpose > apply educator skills in posing useful questions

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bill law’s three-scene storyboarding questioning storyboards

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  1. bill law’s three-scene storyboardingquestioning storyboards to help you to… > set storyboards in an extended learning process > understand the value of questioning them > elicit a story, find its meaning & establish its purpose > apply educator skills in posing useful questions > enable reach & grasp in your students’ thinking > test criteria for finding value in this work DVT 15 storyboarding - 2 uploaded 30/04/11 this presentation at: http://bit.ly/lUgMUb support material at at: http://bit.ly/mik1AH

  2. > finding-out - looking / seeing / listening > sorting-out - noticing / comparing / contrasting > checking-out - sorting / focusing / probing > working-out - explaining / anticipating / trialing biggest surprise? changes how I see things? different from people I know? keeps coming back to me? hardest to deal with? why I have to do something? what’s going on here? who - what - when - where? got enough to go on? how did it get this way? what can I do about it? how I can make it work for me? making sense of storyboardingthe learning verbs for interrogating anecdotes…

  3. biggest surprise? keeps coming back ? what’s going on here? how did it get this way? making sense of storyboarding useful questions for working with your students & clients on the point of their stories… • > eliciting a story • > finding a meaning > establishing a purpose asking about making the scenes - what the person has put in the scenes asking about their significance -how the scenes are designed and arranged asking about what can be done now - planning & rehearsing action

  4. making sense of storyboarding extending the scope of learning how much of a reach can questioning enable? might you have missed something? what does it say about what you will do? why have you put in this ‘who-what-where-when’? is there a surprise here? how do you know this is a good idea? what was the hardest bit of this to do? does doing this give you new ideas? if this were about a friend what would you say? would somebody else tell it differently? do you need to talk to somebody new? how can you make this work for you? do you feel more hopeful now?

  5. making sense of storyboarding getting to grips with learning how much of grasp can questioning enable? what is going on here? is there enough here for people to understand you? what does it say about what you will do? why do you choose this episode? is any of the ‘who-what-where-when’ important to you? what are the pros-and-cons for what you have in mind? does any of it make you think hard? does this have to work for anybody else in your life? do you think about any of this a lot? has it changed your mind? how do you make this work? would it help to go over it again?

  6. GRASP for action REACH of understanding making sense of storyboarding grasp & depth in learning verbs sharing command of the learning verbs elicitingstory findingmeaning establishingpurpose sensing looking / meeting / listening / saying sifting noticing / comparing / contrasting / patterning focusing targeting / pin-pointing / concentrating / probing understanding explaining /anticipating / trialing / adapting

  7. making sense of storyboarding making progress with learning verbs finding questions you do ask - you can ask - you will ask how will you make this work? why did you choose this story? who else must you consider? pros-and-cons? change your mind? help to go over it again?

  8. making sense of storyboarding outcomes of value > for students - individual satisfaction > for colleagues - professional usefulness > for organisations - support for commitments

  9. any hope here? helping you to . . . set storyboards in an extended learning process understand the value of questioning them elicit a story, find its meaning & establish its purpose apply educator skills in posing useful questions enable reach & grasp in your students’ thinking test criteria for finding value in this work yes/no yes/no yes/no yes/no yes/no yes/no if ‘yes’ - glad it’s usefulif ‘no’ - tell Bill why at www.hihohiho.com the ppt… www.hihohiho.com/storyboarding/sbquestioning.ppt support material… www.hihohiho.com/storyboarding/sbquestioning.pdf the overview… www.hihohiho.com/storyboarding/sboverview.pdf help colleagues…copy-&-paste urls into an e-mail background support… www.hihohiho.com/storyboarding/sbstockroom.html hihohiho alerts… e-mail ‘yes’ to bill@hihohiho.com news & updates… www.twitter.com/billaw

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