Transcript Why Storypath?

Why Storypath?
Guiding principles for each
Storypath unit:
To prepare students for living in a democratic society and
interdependent world.
 To be informed and thoughtful (know and apply conceptual
understandings using critical thinking and communicating
by reading, writing, speaking, and listening)
 To act politically (citizen engagement)
 To have moral and civic virtues such as concern for others,
social responsibility and the belief in the capacity to make a
difference.
Civic Mission of Schools, 2003
“Research suggests that students start to
develop social responsibility and interest in
politics before the age of nine. The way they are
taught about social issues, ethics, and institutions
in elementary school matters a great deal for
their civic development.”
Civic Mission of Schools, p. 12
A Powerful Narrative Structure
for Curriculum Integration
The Storypath strategy uses the components of story--scene,
character and plot--to organize curriculum into meaningful and
memorable learning experiences.
It is more than reading a story, it is living the story guided by the
teacher as learners create the scene, become the characters
and solve the problems presented through the plot…utilizing
literacy skills each step of the way.
Storypath offers both a structure to organize learning
experiences a strategy of teaching that utilizes an
inquiry/questioning process.
“…young children are familiar with and adept at
using narrative modes of thinking for describing
and remembering things that are important to
them” (p. 178).
Alleman, J. & Brophy, J. (2007). Powerful social studies for elementary
students. 2nd ed. Belmont, CA.: Thomson Wadsworth.
And others…
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University
Press.
Egan, K. (1988). Primary understanding: Education in early childhood. New
York: Routledge.
Egan, K. (1990). Romantic understanding: The development of rationality and
imagination, ages 8-15. New York: Routledge.
Downey, M. & Levstik, L. (1991). Teaching and learning history. In J. Shaver
(Ed.). Handbook of research on social studies teaching and learning (pp.400410). New York: Macmillan.
A Typical Storypath Structure…
Episodes
•Creating the setting
•Creating the characters
•Building context
•Critical incidents
•Concluding Event
Teaching for conceptual
understanding*
Enduring--value beyond the classroom:
Learners have a “lived experience” through
the characters they become in the Storypath
 The teacher’s handbook provides
suggested questions to guide student learning,
make connections to other times and places, and
apply to their lives and current events
 Opportunities for student reflection are included
to reinforce and apply learning
*Wiggins and McTighe (1988).Understanding by Design, Alexandria, VI: ASCD
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At the heart of the discipline not
kibbles and bits:
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Based on key social studies understandings
Concepts are revisited and applied in
multiple
ways throughout the units
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Learners make personal use of the
conceptual understanding through their role as
characters
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Engaging to learners:
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Narrative structure
 Students “live” their learning through their characters
 Involves imagination
 Provides ownership and personalizes learning
 Enables students to create meaning
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Substantive conversations around “doing things collectively”
 Involved in challenging tasks that involve
constructing things, role-play, talking, reading,
researching with purpose and a need to know, writing
 Solving civic problems
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Teacher questioning
Guides student learning through an inquiry process
Effective Integration: The
Storypath-Literacy Connection
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Provides an authentic and engaging context for literacy
learning, especially informational literacy.
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Develops students’ literacy skills so they can apply them
strategically to make sense of what they read and write.

Acting politically, a hallmark of Storypath, requires strong
literacy skills.
Within each Storypath unit…
Reading Content Cards
•Focused reading directly related to the key understandings
•Each content card introduces key understandings with an overarching question
•Opportunities to evaluate and respond to visuals on the content cards
•Comprehension questions included to deepen student understanding of the reading
•Reading tips to reinforce key reading strategies on back side of each content card
Writing Opportunities Embedded in Each Unit
•Mini lessons to introduce or reinforce writing skills
•Student Portfolio provides structure for writing activities
•“Six-trait writing” skills applied throughout the units as appropriate
Speaking & Listening through Substantive Conversation
•Integrated throughout units
•Opportunities to practice skills before formal presentations
Therefore…
In “building context” episodes or when
working through the “critical incidents,”
focused direct instruction lessons assist
learners in accessing information.
Use of index, table of contents, etc.
 Evaluating primary sources
 Distinguishing fact from opinion
 Recognizing and evaluating inferences
 Recognizing biased language
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Teach vocabulary in context
with clear definitions and
explicit instruction; vocabulary
is introduced and reinforced
through multiple approaches.
Explicit teaching of text forms
and features in context and in
response to the shared
experiences in the Storypath:
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Visual representations
Talking and Listening (substantive
discussions)
Role playing
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Recount
Report
Role playing
Expository
Narrative
Procedure
Interactive
Additional Features…
• Suggestions for adapting the units to meet specific needs
of teachers’ classrooms
• Specific suggestions for making connections with families
and the community
• Bibliography includes Web-based and other resources to
support student learning
• Assessment ongoing throughout each unit
Student Portfolio provides a comprehensive record of
student learning
Assessment criteria included for student work
Opportunities for student self-assessment
• Cooperative learning opportunities included with clear
guidance and reflection for students directly related to learning
experiences
• ELL suggestions to support learners
Storypath vs. Textbook Approach
• In depth study
• Accounts for student knowledge
through a inquiry process
• Learners make personal
meaning of their learning
• Actively engages learners
through the “lived experience”
• Actively develops civic
engagement
• Connects important conceptual
understandings through the
narrative
• Problem-based
• Broad coverage
• Presents information based on
authors’ understanding of the
content
• Assumes prior knowledge &
understanding of learners
• The text stands on its own
• Textbook questions may or may
not develop understanding of
civic engagement
• Presents information primarily in
an expository manner
• Expository
Research: Fair Go Model of
Student Engagement*
Centralizes
Student Engagement
…to enhance both learning and social
outcomes
students need to “buy into” the educational
experience
*http://www.psfp.nsw.edu.au/projects/index.html#Fair%20Go
The quality of early
social studies
education
Social studies at the early grades is superficial at best and
boring at worst or as Brophy and Alleman claim “…trite,
redundant, and unlikely to help students accomplish
significant educational goals” (p.13).
Brophy & Alleman (2007). Powerful Social Studies for Elementary Students.
Belmont, CA: Thomson Wadsworth
Why Storypath for the Primary
Grades?
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Provides substantive social studies learning opportunities
Appropriately integrates reading, writing, speaking and
listening into the social studies curriculum
Reinforces vocabulary development
Provides focused informational text in content
cards
“Primary teachers report that they are amazed at students’ ability to solve
problems, work together, and understand important social studies
understandings. Children they least expect often excel through Storypath.”
Margit E. McGuire, author
Families in their
Neighborhoods
Storypath
Episode 1:
Episode 2:
Episode 3:
Episode 4:
Episode 5:
Episode 6:
Episode 7:
The Neighborhood
Families
Understanding Families
Finding the Way
Litter in the Neighborhood
Speeding Cars
A Neighborhood Celebration
Character Biography
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Character’s name
Family role
Age
Place of birth
Job
Fun things character likes to do
Favorite foods
Assessment:
The biography is appropriate to the family. The
figure of the character matches the biography.
Building Context
Episode 3:
Understanding Families
Family Crest Activity
Family Name(s)
What families do together
Holiday celebration
Family heritage/tradition
Family values
Critical Incidents
Episode 4:
Finding the Way
Episode 5:
Litter in the Neighborhood
Episode 6:
Speeding Cars
Reading for a purpose…
Writing in context
Reinforcing concepts
Democracy in Action:
Communities Make Decisions
Episode 1:
Episode 2:
Episode 3:
Episode 4:
Episode 5:
Episode 6:
Episode 7:
The Community
The Community Members
Community Identify
Understanding Local Government
The New Shopping Mall
A Planning Commission Meeting
Celebrating the Community
Democracy in Action:
Communities Make Decisions
Episode 1:
Episode 2:
Episode 3:
Episode 4:
Episode 5:
Episode 6:
Episode 7:
The Community
The Community Members
Community Identify
Understanding Local Government
The New Shopping Mall
A Planning Commission Meeting
Celebrating the Community
Character Biography
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Character’s Name
Age
Date of birth
Place of birth
Occupation
Personality traits
Leisure activities
Interesting anecdote
Roles in the community
Assessment:
The biography is appropriate
to the family and community
created. It includes an
anecdote that is imaginative
and believable. The figure of
the character matches the
biography. At least two logical
communities roles are
identified.