I am not a huge talker, at least that is what I have been told. When in conversations I
often find myself poised with an idea, ready to get the next word in, but beat
to the punch by someone else in the group.
This happens with great frequency when someone launches into a
story. I can never tell when the story
teller is finally going to finish up so that I can attempt (but probably fail)
to contribute. My hope rises and falls
like a sine curve (I know how you all enjoy my science/math references) at each
pause, optimistic that I might get my chance, then disappointed as they
continue to prattle on. The floor will
inevitably be passed to another story teller and then I will stand there silent,
like an idiot
When I do talk I like to be concise. I was not a fan of story-telling teachers as
a student. I would usually figure out
the point of the story far before its end and be annoyed that the teacher wouldn't get it over with and move on. (I
was, as are all high school students, a delightful teenager).
So, when Kim asked us last month to experiment with a new
instructional technique, one that we were not comfortable with, I immediately
thought I should give story telling a go.
As I am reminded on a more than daily basis my students and I are not
particularly alike, so I know I can’t necessarily teach them as I like to be taught.
My husband has this story about kindergartners in a school
bus that he uses as an analogy to explain London dispersion forces. I expanded on his ideas a bit and gave it a
whirl. I have been experimenting with
other analogies/stories in chemistry as well.
I have noticed when I do this: about a third (mostly lowest
third of grades) tune me out and start talking with their neighbor (oh! a
story, I don’t have to pay attention), about a third (top third of grades)
freaks out (worried they won’t understand the analogy enough to maintain their
As?), and about a third of the class seems to stay calm and more or less understand.
As always I would appreciate your ideas and advice about
improving my story telling.
I am also curious about story vs. analogy - It’s hard for me to tell stories in chemistry
and math that aren't some form of analogy, but maybe I need to try to come up
with something? Do you think this would
appeal to the students more?
Rachael---I also was trying out this strategy because the story Kim told in class about "fair is not always equal" did stick with me. I do not consider myself a very good story teller but have realized when I share stories about myself students tend to pay more attention. Also for me, may not work for you, but I find short picture books help me best because I do not have to remember the story I can just read it. I am teaching 6th grade for the first time this year and don't have a lot of picture books for the content of this level but when I have done a few students seem to like it so I am working on using it more often and trying to find books for them. I agree with you about the concise thing---I had way too many teachers who students would get onto tangents telling stories or answering personal questions so that we didn't have to do something. I never appreciated that as a student. You are a great writer by the way! I liked your post!
ReplyDeleteOh yes. High school students talk all the time about getting teachers onto tangents on purpose. It scares me a bit to realize they might be working against me when we get into the story telling realm. I get excited when students ask questions (and they know it). I don't like the idea of being manipulated.
DeleteRachael - I love to hear your comments in the Data class and really look forward to your discussion in the book study on poverty. I know that I am a talker and need to listen more closely. This is a skill I know I am still developing. I think it comes from being part of a highly educated family that was all about spewing what they know and expecting others to stay engaged even when it did not interest them.
ReplyDeleteI know that when you have something to say, I should listen because your comments are always well thought out and the intention is clear. You have a gift for that. I think the rest of us need to be still and truly hear you. THat being said - I have some insight into the story telling issue. I use picture books in my classroom all the time to teach writing especially. The kids love to be read to. Some try to tune me out because they think picture books are for younger kids, but I have been persistent. I think it takes time to get kids back to learning for the sake of learning and not for the grade. Hard to get through to a high school student I am sure because we are pushing college and education as a way out and grades are the vehicle in most cases. ANyhow, my kids, and granted they are fourth graders, love a good story - be it from my own life or from a book. I often "catch" them re reading the story book I have left available. They love the visuals too. I will recommend a website to you that might help. Writingfix.com has a science element to it. Teachers from all age groups use literature, thus storytelling, to engage learners. They have wonderful resources. Also, kids just need to have time to get used to a new idea - you are well aware of that. I think we just have to keep trying to get the message across in many different formats so that we can reach all learners.
You are a wonderful teacher - I can tell because I have been in your classroom on a learning walk, I have listened to you speak with passion and frustration about your craft. Keep up the fight. You are making a difference.
NOW - ALL THAT BEING SAID - I think we also have to make sure our stories do not linger for too long. That we make them short snippets sometimes so that kids can stay focused on them. Start short then go long. Just like learning anything new.
Okay, so let's deal with each group of students and how they are responding...
ReplyDeleteGroup A - Tuning out because they think they don't have to pay attention....
Group B - Freaking out in concern for their grades
Group C - Middle of the road kids who go with the flow
So.... let's create a something to mitigate the differences. Here is a suggestion on how to frame a lesson around a story (in this case an analogy).
1. Hand each student three note cards.
2. Have them put their name on each card and number them "1", "2", "3" and tell them each card is worth (oh, let's say) 25 points.
3. Tell your story.
4. Have them use card number "1" to think of something in their life or something they have seen or heard or read about is "like" the story you told and why.(Tell them clearly that they are being evaluated on having an example, not how good it is, all or nothing points basically. Tell them you will hand them back without points if you feel like you need more description.) Have a couple of kid share briefly and allow kids to finish up.
5. Collect Card #1 from everyone.
6. Now ask them to guess what the story is an analogy for in science and write that down on card number "2".
7. When two people have written something and showed you their cards, pair them up to share with someone else and continue to flesh out their theories.
8. After pairs have had some time to develop their thoughts, pair the pairs up to create groups of four. Have them write the names of all their group members on the back of the cards.
9. Collect the cards and let groups share their theories as you collect.
10. Show them the "correct answer" by fleshing out the analogy and giving them the vocabulary that goes with each aspect as well as any other important correlations and have them write their notes on card number "3".
11. Collect all the cards and when you "evaluate" them, staple all three together for each student. (Make a note on the first card as to whether or not their related analogy would hold up for the actual scientific concept.