Project salto
- 1. 1 PROJECT – THE STORYTELLING SHOW – 2016 SYMPOSIUM SALTO 2016 In this opportunity, we would like to share with other “teachers to be" our experience in a primary school context. This experience denotes the use of “storytelling” as a powerful tool to create a positive impact on a small community of children. Centro Regional de Profesores del Sur – “ClementeEstable” – Atlántida. Canelones. Third graders: * Mónica López * Gianfranco del Forno * Fabiana Mazzeo * Victoria Britos Teea TEACHER: Gabriela Gaione
- 2. 2 INDEX 1. COVER 2. INDEX 3. ABSTRACT 4. THEORY BEHIND / SUGGESTOPEDIA. 5. HOW TO INCORPORATE SUGGESTOPEDIA IN THE TEACHING OF A STORY? 6. BEHAVIORISM. WHY NOT? 7. HOW TO INCORPORATE BEHAVIORISM IN THE TEACHING OF A STORY? 8-10. CREATE A POSITIVE IMPACT ON THE COMMUNITY. 11-15. STORYTELLING: SOME TIPS. 16-21. SOME PICTURES. 22-23. REFERENCES
- 3. 3 ABSTRACT “STORYTELLING IS ABOUT CONNECTING TO OTHER PEOPLE AND HELPING PEOPLE TO SEE WHAT YOU SEE” MICHAEL MARGOLIS Fabiana Mazzeo,Gianfranco del Forno,Victoria Britos (English,Cerp sur) T he purpose of our presentation is to share with other colleagues our delightful experience within a primary school environment. T he storytelling show represents a starting point for our future experience with children. Our experience taught us that stories are a suitable resource for teaching and learning a second language.Moreover,we can affirm that stories are not just aboutteaching: listening to stories is a shared social experience. It provokes a shared response of laughter, excitement, and motivation; a friendly atmosphere in which every person wants to contribute with personal ideas.When controversial topics such as “good” and “evil” are presented through the teaching ofa story,an enriching classroom discussioncan be possible. “STORYTELLING SHOW “
- 4. 4 1. THEORY BEHIND A. PSYCHOLOGY OF LEARNERS: SUGGESTOPEDIA: Suggestopedia was developed in the 1970’s by the Bulgarian educator Georgi Lozanov. Lozanov believes that we set up psychologicalbarriersto learning: wefearthatwewillbeunable to perform, that we will be limited in our ability to learn, or that we will fail. One result is that we do not use the full mental powers that we have. In order to make better use of our mental reserves, the limitations we think we have need to be “desuggested.” Suggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students believe that they can be successful and, thus, to help them overcome the barriers to learning. Learning is facilitated in a pleasant, comfortable environment. The more confident the students feel, the better they will learn. Communication takes place on two planes. When there is a unity between them, learning is enhanced. The means of activating the material should be varied and playful.
- 5. 5 HOW TO INCORPORATE SUGGESTOPEDIA IN THE TEACHING OF A STORY? The first thing that we could notice in the presentation is the atmosphere that the teachers created with the customs, their greetings, and inclusion of every child. This is done because learning is facilitated in a pleasant, comfortable environment. The teachers or characters of the show also speaks in different tones of voice, suggesting implicitly that learning the target language will be relaxing and enjoyable and funny. When we adopt another personality and reinforce that personality by using different symbols we are creating a new and more real atmosphere for the learner to get involved. The more confident the students feel, the better they will learn. The use of the words that the characters decided to usewerea key factorto activatethelearners’imagination, which will also aid their learning. A major step in the learning is the “music” phase during in which one of the characters invites the students to sing a song “who’s afraid of the big bad wolf?” with her. This step is in keeping with Lozanov’s observation that communication takes place on “two planes”: on the one, the linguistic message — the narrative — is encoded; and on the other are factors which complement the linguistic message; for example, the teacher’s actions and the music. When there is a unity between the two planes, learning is enhanced.
- 6. 6 BEHAVOIRISM – WHY NOT? Behaviorists believe in three basic assumptions: 1. Learning is manifested by a change in behavior. 2. The environment shapes behavior. 3. The principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. We can thank researchers such as Pavlov, Skinner, and Watson for behaviorism-based techniques employed in US classrooms as well as the Audiolingual Method of second - language instruction.Skinner’s theory ofoperantconditioning is based on the concept that learning results from a change in overtbehavior. Applied to language acq uisition, one learns language by emitting an utterance (operant), which is reinforced by a response by another (consequence). If the consequence of the imitated behavior is negative,one does not repeat the behavior; if the response is positive, one repeat s the behavior.Repetition then leads to habit formation. T hus, behaviorists agree with the likes of Francis Bacon and John Locke that one is born a tabula rasa, a blank slate, and all learning is the result of outside stimuli. From this thinking sprang th e popular Audiolingual Method, which left grammar-translation by the wayside.
- 7. 7 HOW TO INCORPORATE BEHAVIORISM IN THE TEACHING OF A STORY? Our storytelling show did not emphasize the understanding of every word, but rather it was focuson the acquisition of structuresand patterns. We can take as an example the teaching of the song “who is afraid of the big bad wolf?” Students were supposed to learn that structure in order to sing the song. These patterns are elicited, repeated and tested until the responses given by the student in the foreignlanguage are automatic. So, the followingcharacteristicsof the Audio-lingual method were taking into consideration: Drills are used to teach structural patterns: Sleeping Beauty – Fabiana models the sentence and the learners repeat it. Set phrases are memorized with a focus on intonation – The use of the song helps the teacher to encourage the students to use the correct intonation for the sentence. Grammatical explanations are kept to a minimum – Grammar was not explained because the focus was on the learners to repeat the structure and have fun. Vocabulary is taught in context –The context wascreatedfor the students. The wolf was there, and at the beginning sleeping beauty wasafraid of him. Audio-visual aids are used – All the characters were there to improve and motivate the students learning.
- 8. 8 B. CREATE A POSITIVE IMPACT ON THE COMMUNITY How to maintain a good relationship with a child? Let’s help children to develop a better and harmonious personality. – MARIA MONTESSORI AND HER COMMANDMENTS FOR PARENTS Can we help our students to develop their personalities when we tell a story? 1. Children learn from what surrounds them. – A positive and friendship atmosphere in the teaching of a story where everybody can participate. 2. If you always criticize a child, he will learn to judge – In the storytelling show every child had the opportunity tofreely expresshis or her opinion without punishment. 3. If you regularly praise a child, he will learn to value – When students perceived that their opinions were valid and important they were encourage to mention more ideas. 4. If you show hostility to a child, he will learn to fight- By creating a comfortable atmosphere,
- 9. 9 children started to respect each other. Some kids were fighting outside the classroom and they changed their attitudes when they perceived the peaceful atmosphere that the teachers wanted to transmit. 5. If you are fair with a child, he will learn to be fair – Every child had the opportunity to express his or her ideas. As a result, they understood that the other people in the classroom had the same right. 6. If you make fun of a child, he will be a shy person – By creating a peaceful atmosphere, the teacherswereable tocreatea democratic environment. That is to say: WE ARE ALL EQUAL! 7. If a child grows feeling confident, he will learn to trust the others. – Again, once you feel confident toexpresswhat you think, you can feel more secure and you can develop a stronger and reflexive personality. 8. If you are acquiescent with a child, he will learn to be patient – When students’anxiety arrives, the teacher should be agreeable enough to control the students. 9. If a childlives in a friendship atmosphere and feels that he is necessary, he will learn to find love in this world – Every child was a key ingredient for the realization of the show. If we do not educate our students to become better people what is the purpose of our job? 10.Always listen to what your child needs to say andanswer with a comment or a question - The teachers were open to answer every question or to
- 10. 10 clarify their doubts. Again, teachers should clarify doubts and make the students reflect about important topics or just impart knowledge? 11. We should respect the child, when he makes a mistake – he can improve in the future – So, do teacher need to understand the students’ mistakes and createor allow different waysin which the studentscan improve their mistakes?
- 11. 11 2. STORYTELLING – SOME TIPS… A. 20 Storytelling Tips For Educators: How To Capture Your Student's Attention By Julie DeNeen 1. Every Part Must Be Essential Each character, point, or principle must somehow relate to the main point you are trying to drive home. Anything that does not affect the outcome in some way (directly or indirectly) can be hacked off the story. The storytelling show presented four characters that were able to transmit the important message of a story: DIVERSITY / WE ARE ALL IMPORTANT / WE ALL HAVE A SAY 2. You Must Have a Hook In Your Opening You hook the listener in by presenting a problem that encourages them to keep listening. You can use this tactic in any lesson. We encourage a discussion within peers by presenting another story of little red riding hood. 3. Draw a Theme Out of Your Story Stories have a depth of meaning when there is a theme. The idea that we all HAVE A SAY was implicit inthewhole story.
- 12. 12 4. Keep It Simple Complicated stories aren’t necessarily better. If your audience is young, simple is obvious. The whole presentation advocated for simple and understandable language. 5. Maintain Eye Contact Eye contact is one of the most important non-verbal ways to connect with other people. It not only helps keep a student’s attention, but it also conveys a sense of confidence and truthfulness. Eye-contact was necessary for students to infer themeaning of certainsentences and alsoit was necessary for them to understand when they were asked to say or ask something. 6. Use Vivid Language That Kids Can Understand Even if you areteaching science or math concepts, pick a word or two that your student’s haven’t heard of before. Describe and define the word first, and then use it throughout thestory. What about “WOLF” and “LITTLE RED” or “SUN” and “MOON”? They know the name of the characters and who the sun and the moon are. But can we make a difference if they know how to say those words in English? 7. Use Movement Movement can be used in multiple ways. As the storyteller, you can paint pictures with your body- using your hands, feet, legs, and head. Similarly, you can ask the student’s to perform movements during certain parts of the story. Body language was essential to transmit key concepts.
- 13. 13 8. Use Dramatic Pauses People often talk more quickly than the brain can process. If you pause at crucial moments in the story, you give your students the chance to think critically about the piece of information you have just given. When the characters appeared and reproduced their lines, the students had enough time to say what they thought. 9. Change Your Voice With Different Characters It helps to make characters more memorable when you give them personalities. Part of that includes changing your voice with each character. Every character was there, but at the same time they used different tones to express their ideas, so the meaning that they wanted to convey was understood by the children. 10. Make Your Ending Strong With an Important Take Away Point The ending is the last thing your students will hear. Whatever points and/or principles you think are most important, put them at the end. The sun and the moon are important: WE ARE ALL IMPORTANT! 11. Tell The Truth, Even When It’s Difficult Adults are tempted to lie to children when the situation seems too complex or mature for younger audiences. The situation about the sun and the moon may represent what happens in our reality. At times people think that they are more valuable or important because they have more money, they are more powerful, etcetera.
- 14. 14 12. Make The Character Relatable The main character of your story must be relatable to your students. You want them to “root” for the character’s choices and decisions. The characters were not perfect, but eachof themcouldcontributetothe realizationofthe story. 13.Have Your Story Provide An Answer Toa Problem Every story has theme or meaning. When you can tell a tale that provides a solution to a problem, there is higher likelihood that the story will take on a deeper meaning when it solves a problem in real life. When we work together, we can obtain good results! 14. The Story Should Be “Trustable” It is called “cheating” when a storyteller automatically twists the laws of the universe to make the story work. Don’t offer coincidences that magically solve the problem. Whatever world or situation your character is in, don’t break its rules just to end the story. Every part of the story was connected with the main message. 15. Invite Interaction At certain points in the story, open up an invitation for questions. When your students are able to offer their predictions, they are more invested in the future and ending of the story to see if they were right. A boy from the audience was invited to kiss Fabiana. 16. Use Music Music is an excellent way to learn and memorize long lists. If you are teaching the fifty states, a song with a catchy rhythm.
- 15. 15 will help solidify the memorization process. “Who is afraid of the big bad wolf”? 17. Have Your Students’ Retell It Back To You Once you are done with your story, have the students form groups and re-tell the story in a different way. Students were encouraged to repeat the main ideas of the story. 18. Draw Real Life Connections If your story teaches abstract concepts, find real life examples that make the information more meaningful. Why do you need the sun and the moon? Can you go to school during the night? 19. Use Repetition Do this when you start,in the middle, and at the end. Pick an important concept and repeat it over and over, even if you think you are being redundant. They repeated the names of the characters and of course the lyrics of the song. 20. Don’t Give Away Too Much When you tell a story that has some mystery, you invite the listeners to try tofigure out the solution for themselves.When they do, chances are- it will be more memorable and long lasting. Why do you think that the sun and the moon wanted to make an agreement?
- 16. 16 SALINAS – PRIMARY SCHOOL 2016
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- 22. 22 REFERENCES Quarterlyreview of comparativeeducation (Paris, UNESCO: InternationalBureau of Education), vol. XXIV, no. 3/4, 1994, p. 519- 32. ©UNESCO: InternationalBureau of Education, 1999. B. F. SKINNER(1904-1990) Louis M. Smith. Department ShippensburgUniversity - Dr. C. GeorgeBoeree Psychology. 1990. Bowen, T., What isSuggestopedia?, MacmillanPublishersLtd., 2002 http://www.onestopenglish.com/News/Maga zine Archive/ suggesta.htm Charles Adamson, Miyagi University: Suggestopediaas NLPhttp://langue.hyper.chubu.ac.jp/jalt/pub /tlt/97/feb/suggest.htm last modified: February11, 1997 site maintainedbyTLT Online Editor The Magazinefor English LanguageTeachers
- 23. 23 20 Storytelling Tips For Educators: How To Capture Your Student's Attention - By Julie DeNeen. Maria Montessori and her commandments for parents. Article (translation).