I made a padlet for the stories I tell in my Dutch lessons.
I put as many things as possible on it to make the story comprehensible:
Here is an example (only 2 stories) in English.
This summer, at the online conference "A witch in Agen", I attended Megan Hayes' workshop "I told a story. Now what?". She talked about activities that you can do after you've told a story in class. A very interesting workshop!
I told my colleague Marijke Renneboog about it and together we "translated" Megan Hayes' document into a document with activities you can do with adults or adolescents (Megan Hayes works with children, that's why we couldn't use her document integrally for our target group).
You can download the document below (see button below the picture).
I definitely want to thank Megan Hayes, on the one hand for the inspiring workshop she gave us, on the other hand for allowing me to post this document on my weblog.
Again, her document was our 'starting point' to make this document. She deserves the honor!
I hope I have explained everything clearly and comprehensibly. As you know, with this blog I want to practice my English. So it is quite possible that some sentences might seem a bit funny. I apologize in advance. Comments to improve my English are always welcome :-)
I just had another nice chat with Fatiha Nekhla - always nice to hear from her - and she gave me this fantastic tip: The website "Once upon a picture". Ideal if you are looking for nice images for Picture Talk. With each image there are also some tips. Highly recommended!
At the round table discussion on "Storylistening with older students" (at the online conference "A witch in Agen") Judith Dubois told us that she sometimes uses the stories of Birbal and Akbar for storylistening. These are originally folk tales from India. I didn't know them, but I immediately started looking for them. And indeed, they are very useful for my (low-skilled and illiterate) adult students.
The stories are about 2 characters: Akbar, the emperor of India and Birbal, his clever (and often cunning) prime minister. The stories are funny and often have a 'moral' as well.
On this site I found a few examples:
https://www.moralstories.org/tag/akbar-birbal/ Click on the pictures to read the whole story!
I am so happy I heard about these stories. I really want to tell them in my classroom. So, thanks a lot, Judy!
My collegue Marijke Renneboog sent me the link to this video this morning: A class App to put on the mobile phone. Really interesting, especially if you have to teach (adults) online.
It is really easy to make! Just follow the guidelines of the tutorial step by step. And it didn't take a lot of time to make this for my class.
Last year, at the conference in Agen, I first heard about Brain Breaks. I saw Sabrina Sebban-Janczak doing Brain Breaks in her class and I also followed a workshop with Hélène Colinet about Brain Breaks. Since I work with low-educated adults, I was immediately convinced.
From the first lesson in September I did brain breaks with them. No superfluous luxury for this target group, believe me!
They loved it and I immediately saw how much virtue a brain break can do.
Since then I "collect" brain breaks. I would love to share my collection with you. I have translated them, but keep in mind that English is neither my mother tongue nor my second language. So excuse me if you see any language mistakes.
They are in a PowerPoint, so you can translate them into your native language if you wish.
I made a snapshot of each card and put it in a Word document (2 cards per sheet). I printed and laminated them. I keep them in a box and every lesson I choose a few of them.
Of course, if you teach online, it's not easy to do brain breaks, but some are still useful. Yesterday at the conference of Agen online I saw how Fadi Abugoush did 'Scissors, paper, rock'. The students had to play against him. Whoever lost had to sit down. The others were allowed to continue playing.
He also did the brain break 'Colour palette' online. In class I let my students walk to an object in an indicated colour, Fadi did just the opposite. He gave the order to get an object of an indicated colour and keep it in front of the screen. And so there are more brain breaks that are useful. Think about:
The program of the online conference is online. You can still enroll.
Attention: Participating in the conference "A witch in Agen" can be very addictive
Bet you want to participate next year again?
This afternoon I received a heartwarming message from Zsuzsanna. She had discovered my blog and wanted to thank me for the stories and tips I put on it. We sent messages back and forth to each other for a while and I got a lot of links to videos and tips from her. Just fantastic! My head is full of ideas again!
I have no idea if the term "Art Talk" actually exists. But it describes exactly what this post is about: talking about art, but with the principles of Brain-Friendly teaching:
The Peasant Wedding
A while ago Anuschka De Coster told me very enthusiastically about her online lesson in which she had worked with Caravaggio's painting "The Fortune Teller".
It seems like a great idea to me as well to tell about a painting in an online lesson, using CI-methods.
Pointing out things in the painting, talking about what you see (giving input!) circling, 'searching' a story in the painting, ... very nice to do!
Because I find it important to introduce our students to the 'typical things from here' - including art - "The Peasant Wedding" by Pieter Bruegel the Elder seems like a good choice to me. It is one of his most famous paintings (1568) with which he probably wanted to show how difficult peasant life was at that time. You can tell a lot about it, but you can also keep it limited, depending on the group you work with.
Source reference : https://www.artway.eu/userfiles/images/Pieter%20Bruegel%20de%20Oude%20De%20boerenbruiloft.jpg
Project the picture of the painting onto the whiteboard. If you teach online, you can use the picture of the painting (downloadable file below the picture of the painting) as virtual background.
Some things you can discuss:
You can also work out some nice 'storylines' around this painting. Who are the people on the left side of the picture? Why aren't they sitting at the table? Maybe they weren't invited? Or is there not enough room and do the guests have to take turns eating? What are the two men on the far right of the painting talking about? Why doesn't anyone speak to the bride? Maybe she speaks another language? Are those her parents sitting next to her? Or her parents-in-law? ...
And you can pass it on to the students. How do you celebrate a wedding? What food is served? How long does a party last? Who's coming to that party?
You can really do a lot with this!
Summertime! The schools are closed and the holidays have started. So it's the perfect time to look for new, fun stories. I had already watched some videos of Mara The Storyteller and Diane Ferlatte, 2 beautiful ladies who have always inspired me a lot (although they are storytellers, they don't teach a language by Story-Listening) when I came across the videos of Stephen Clarke. He is so good at drawing! I really like his drawings. I kept watching and meanwhile I saw almost all his videos. My favorite is the story of "the magic paintbrush".
The magic paintbrush
The story is not for a total beginner's level. After all, it's not that simple and quite long. It took Stephen Clarke more than half an hour to tell and draw it.
I immediately edited the story and tried to draw it. All in all it's pretty easy to draw. Only the Chinese house I had to practice a few times. The rest I managed to draw without too many problems. Below you can see how I drew the story (for the Dutch class).
And if you click here, you'll see Stephen Clarke at work (video).
A few months ago I attended a workshop "PQA" with Kirstin Plante and Carmen Meester.
I had already seen Justin Slocum Bailey and Sabrina Sebban-Janczak at work in Agen, where they also did a PQA with us. So I was convinced of the value of this method.
Already in the 1st week of september I tried to do a PQA with my students, but that was disappointing! I soon realized that a good PQA is so much more than a 'class discussion' with your students. And so I was very happy to have the opportunity to attend the workshop with Kirstin and Carmen. I still find it difficult to find 'good questions' for a PQA, because the 'quality' of your PQA depends entirely on the questions you ask.
So, if you have already done a nice PQA with your students, let me know the question you asked. You would do me a great favor.
A while ago (before the lockdown) I asked my students the following question: "Which country would you like to visit once? Suppose you can travel anywhere. Money or papers are no problem, you can choose wherever you go. Which country is your favorite country? Which country would you really want to visit once?".
Everyone was given a sheet of paper and colored pencils. I asked my students to draw the flag of that country in the middle of the page (if they didn't know the flag, they could look it up on their cell phone via Google).
Then I asked them some additional questions. They had to draw the answers to those questions around the flag. To make sure everyone understood the questions correctly, I used the presentation you can download below.
While they were drawing, I walked around and told what they had drawn. E.g. "Oh, you would like to go to Morocco. And you want to go with your husband and your children. And I see that you want to go by car. And you want to go during the summer holidays. Do you want a holiday home or do you want to go to a hotel? ... ".
The questions I asked with the presentation were:
As I walked around in the classroom, I also checked who would go to a hotel. After all, I wanted to make a story with them about a holiday in a hotel (after the PQA). My colleague Marijke Renneboog had already done a TPRS story about a hotel with her students and she was very enthusiastic about it. And so I also wanted to try it out.
When everyone had finished his/her drawing, I asked the questions again. If the students were unable to answer immediately, they could point to the answer on their drawing and I could express what was on the drawing. When I noticed that a student preferred not to speak (after all, not everyone likes to be the center of attention), I immediately switched to another student. I also asked a few students who knew already a little bit more of Dutch: "Why do you want to go to that country? Do you want to go there because you think it is a beautiful country? Or do you want to go to that country because the climate is good there? Or because the food is nice in that country? ". These questions are not so difficult to clarify.
The result was a very nice conversation where a lot of input was given and the students could tell a lot about themselves without many words :-). Most of the students told a lot, but also those who are not so good at learning a language could express themselves through the drawings and the photos.
During the PQA I had already decided that Amir would play the 'leading role' of our story. He had made a beautiful drawing.
He would go to Switzerland with his family - by plane. He would go during the summer holidays because then the children have no school, and they would stay in Switzerland for 3 weeks. He chose Switzerland because you can take beautiful walks there. When I asked him where he would be staying, he immediately said he wanted to go to a "fancy hotel" as "Hey Janique, money isn't a problem, is it?". Just what I needed for my story :-).
I showed the slide of the "fancy hotel" and that immediately set the mood for the rest of the story. When the elevator (see the next slide) was out of order and the whole family had to climb the stairs, Amir could well imagine this situation. The kids who would ask again and again, "Daddy, are we almost there?", The youngest he should take on his shoulders, ... He saw it all happen.
And then, when everyone was finally upstairs and they came to their room, I said in a somewhat mysterious way, "People, Amir, his wife and his children are finally at the door of their room, but there is a problem. There is a big problem! What do you think is the problem? To which Abdullah promptly said, "Key broken! Must go down again!". Can you imagine how happy I was?
The class decided that Amir's wife and the children would wait upstairs and that Amir would go down alone. Downstairs at the reception he got another room. But of course there was also a problem in that room!
I never had to ask a lot because the class could think of enough problems and tried to explain with hands and feet what happened in the next room. Only with the cockroach it took me a while to understand what they meant. I had collected several pictures of problems before, but never thought of cockroaches! :-)
In the end, it was decided that Amir would demand the hotel manager to refund all costs and that he and his family would move to another beautiful and fancy hotel. End of story!
It was nice to see everyone so active. All students did their best to understand everything, they helped each other, using hands and feet to express themselves, ... What an amazing experience! Worth repeating, I would say!
After class I made a short text about the story that we have read in the next class.
Above you see on the left the 'drawn answers' to the questions during the PQA (these are not Amir's answers) and on the right you see a photo of the text I wrote after the lesson (although in Dutch).
Bird Box's short films are ideal to use for a ClipChat!
Justin Slocum Bailey did a ClipChat with the movie "The mower" from Bird Box Studio at the conference "A witch in Agen" last year. I used the same video in my group and in pretty much the same way. I also had my students draw because not all of them can write enough yet.
So, I 'd like to thank Justin, who will be taking part in the conference again this year, albeit online this time.
How does it work? You make print screens of your screen at the specified times and paste them into a presentation. Due to copyrights, I cannot upload this presentation here, but in the document below the video you can see when you should take a print screen.
I would really recommend taking print screens beforehand, because the movie goes so fast that it is difficult to stop at exactly the right time. And taking a print screen is really not that much work. You can also save the presentation, so you can use it again next year. Also put the link to the video in your presentation itself, so you don't have to search for the video during your lesson.
With each print screen you first describe what you see and then ask a few questions by circling. But be careful not to "circle" the story too much!
I did this ClipChat before we went into lockdown (due to the coronavirus), but you can also work with this video online. Students can hold their drawing in front of the screen for other students to see.
Attention: if students follow the lesson with their mobile phone, you have to ask them to swipe so that they can see the other students (and the drawings).
I got this story from Caluke van Hoften. It is originally a Spanish folk tale.
I like the story for several reasons:
I am still very reluctant to draw. I am practicing a lot because I really do believe in this method. But I try to progress in small steps. It is not that I cannot draw at all, but I draw very slowly. And although the intention of drawing is that you slow down the telling, if you draw too slowly, the story looses its flow. And that is not good either. Hence I replace the things I find difficult to draw with a picture or a drawing (which I print and laminate) and everything else I draw.
In this case I looked for drawings of the farmer, the professor and the train. To sufficiently slow down the story, I describe both persons while pointing out everything. That way, students will hear the words 'farmer' and 'professor' several times. I repeat the word 'train' by adding a few elements to the story:
Another good advice I got from Caluke: make sure you have some more space to draw the mountain. Draw the wagon on the right side of the whiteboard, so that you can draw the mountain on the left. After all, it is very important that the students understand the farmer's question!
Last Friday I watched the 4th webinar of "The Stories First Foundation", in which Ignacio Almandoz told a story through Story-Listening. I liked the story and I want to tell it in my class! Ignacio also told us that the story is originally from Tolstoy.
You can watch the video of Ignacio Almandoz below, in which he tells the story.
Uncle Mitya and the horse thieves
This story is told entirely in the past. It seems to me rather a story for a higher language level.
Because the bear and the horse have to change places, I use photos for it. But I draw everything else.
Below a picture of my whiteboard while practicing. I am not very good at drawing, so I have to draw each story a few times before my lesson (then the story drawing is better during the lesson itself). For that reason you now only see drawings and photos on the whiteboard and no written words. The photo was taken halfway through the story.
A while ago I received a video from Alike Last - Thank you, Alike!
It was an Anansi story told by Mara The Storyteller. I was so excited! The way Mara tells the story is simply sublime! The story is not very simple and there is a lot of talk about food, especially about African cuisine. But it is a very nice story, especially if you have a group with several African students. they will certainly know these dishes! And by the way, nothing is more fun than talking about food. O dear! Is that the Anansi in me coming up now?
How the spider Anansi got his long legs
The story as Mara The Storyteller tells it is quite long and complex - especially if you are working with low-skilled students. For that reason, I simplified the story a bit. I also use photos of the typical African dishes that are talked about, to make the story more comprehensible.
At first I had no idea how to draw this story. And so I asked my colleague Marijke Renneboog for advice. And she immediately drew the whole story for me. Thank you very much, Marijke!
In this video you can see Mara The Storyteller telling the story of Anansi.
Peter's casserole is one of my favorite stories. It is originally a story by Nasreddin Hoca. Nasreddin Hoca's stories are usually very short. For that reason I edited the story and eventually it became "Peter's casserole". So this story seems a bit familiar to many students, precisely because it is based on a folk tale that is passed on from generation to generation.
This story is not for a beginner level.
I only use 2 pictures while telling the pan. One photo to explain the word "old" and a photo of a calendar to visually "count" the days. For the rest I draw the full story.
Above you see the story as I usually draw it while telling (in Dutch).
I plan to keep a "storybook" next school year in which I want to draw all the stories I've told in class. This allows the students to review the stories again during the break. At the end of the school year I want to "raffle" the storybook.
Last Thursday I read the book "Het verhaal van Mariam" (my students learn Dutch). I know from experience that most students like this story.
"Het verhaal van Mariam" is a picture book. There is always a photo on the left side of the book, and a piece of text on the right side.
It is just simple and very nice to do during an online class. You can hold the photo in front of the screen, point to things in the photo, ask questions, ...
The story itself was a bit too difficult for my group, but because the students could not see the text, I could adjust sentences easily. Omitting or editing difficult phrases, omitting words or just adding extra words to explain something, .... There are many ways to make the story accessible to your group. And it doesn't take a lot of preparation in itself (you should of course know the story and at least have read it beforehand so you know what to think about, what to draw or when you want to show an extra photo ... to clarify the meaning of the text). My students really enjoyed it and I am pretty sure I will do it again in the future.
"The hedgehog and the hare" is a fairy tale by the Brothers Grimm. Recently I saw Rachel Salvi tell this story so beautifully. She also made a video.
Before telling the story, Rachel interviewed a "hedgehog" and also shared some interesting facts about the hedgehog. It has become a very nice video. I'm already a big fan of her! There are not many people who can make input so comprehensible as Rachel Salvi does!
The hedgehog and the hare
The story is quite long and again I use a combination of drawings and photos.
I also posted Rachel Salvi's video below. I would really recommend to watch that video. I have learned a lot of it in every way. Rachel also uses a combination of photos, drawings, objects and drawing while telling.
I am not very handy to craft a hare and hedgehogs, so I use pictures for the hare and the hedgehogs. But otherwise I tell and draw the story completely in the same way as Rachel. Under the motto: Never change a good thing!
I would also like to thank Rachel for her inspiring videos!
Below her video you can see the pictures of my whiteboard with the drawings on it. I have a whiteboard that you can tilt. So I drew the hedgehog's kitchen and yard on one side and the field on the other. Such a whiteboard is ideal for this story.
I first heard this story at the conference in Agen (2019) where Myriam Gelaude presented it at a coaching session. I immediately loved it.
Meanwhile I found out that the story was originally written by Keith Faulkner. The story as I heard it from Myriam is not quite the same.
The story of the wide-mouthed frog
Last year I told this story in class, but it was so difficult to draw it. I could see on the faces of my students that they were not "seeing" what I was drawing. Frankly, I have to say that I hadn't prepared the story - and especially the drawings - enough. Since that lesson, I always draw the story I want to tell a few times in advance. If I can't draw something, I search the internet for drawings and then I practice until I can draw it as best I can. And sometimes I look for other solutions like I did here. I now draw part of the story and work with photos for the rest and that works perfect!
Oh dear! We are already in the month of June. Barely 2 weeks and the school year is over!
I'm not going to have enough time to try everything out, I'm afraid.
I would love to do another OneWordImage with my students. I have already done that several times in class. I think it is a very nice way of working - I am into that completely!
But online? I am not sure if that will work. Especially considering the fact that almost all students follow the lesson on their smartphone. This makes the interaction with the other students much more difficult. This doesn't matter so much for a story with Story-Listening, but for an OWI I think that interaction is much more important. Besides, I don't know if everyone at home has colored pencils.
The first time I did an OWI with my illiterate students, it didn't work at all. But then I saw all those videos on the internet of people making an OWI with their students. I tried to figure out what it would take to make it work. After all, it is difficult for alphabete students to use their imagination in a school context. They are not used to that at all.
To clarify the questions, I then made a PowerPoint. As a result, they can already see some "possible answers". Once they have gone through those first questions, things usually go smoothly. My OWIs have been working since I started using the PowerPoint. What's more, the students love them too!
I got this story from my colleague Marijke Renneboog. The story is better known as "The parable of the goat", but because a sheep is easier to draw, Marijke tells it as "The man with the sheep".
And because I don't have a great talent for drawing myself, I am happy to follow her advice.
The idea of linking sounds to the story comes entirely from Marijke. I worked out the idea because I already had a lot of sounds on my computer and it didn't really take that much work to work it out, but I would like to thank Marijke for the tip!
The man and the sheep
Before I start telling the story, I let my students guess what sounds they hear (audio 1)
The sounds are:
Then you tell the story. You draw the man, his wife, his 4 children, his aunt and uncle and you say that they live together in 1 house. You also say that the man has a problem and you ask what the problem could be.
Then you let hear audio 2 (lot of noise in the house). You continue the story by telling that the man is going to see the old wise man. After you told the students that the man took a sheep in the house, you could ask if the problem would be solved. And you let hear audio 3 (the problem is not solved at all!) before you continue telling the story
On the picture of my whiteboard here below you can see how I drew the story. As I teach Dutch, the words are written in Dutch.
I have already told a few stories and I feel more and more that my students love them. This really works! Especially in the way we do it:
In addition, I always enjoy brainstorming with colleagues. A chat with Marijke, Myriam, Anuschka, Fatiha, Caluke, Petra, ... it can be so much fun and above all educational. And then I always have new ideas. A big hug to all my "exchange colleagues!"
The story of the lazy ox and the smart donkey
This originally Egyptian fable can be found in different variants. It is probably an adaptation of a story of 1001 nights. When I tell this story, I combine photos with drawings. I find it very difficult to draw an ox and a donkey (in that way that my students can see clear what I draw). By using this combination I can focus more on the story and the details I draw, just because then I don't have to constantly draw the ox and the donkey. You can see how this works in the photo on my whiteboard.
Here you have the photo of my whiteboard. I started by telling (and drawing) the story that the farmer is married and that he has 4 children.
Then I drew the stable with the ox and the donkey at the bottom of the whiteboard. Because the photos of the ox and the donkey are a bit large, I did not have enough space to leave the drawing of the farmer, his wife and his children. I then wiped that off to draw the farmer and the ox on the field. That is why you do not see the woman and the children on the whiteboard.
This weekend Caluke van Hoften sent me the beautiful story "Mister Cake and Miss Cheese". Caluke felt a little bit embarrassed because the story was "not yet neatly finished". Really not necessary to feel bad, Caluke! I am very happy with the story. I mainly need input and ideas. That is already very valuable to me. Finding photos or updating the text is not much work. That's done in no time.
The story was originally told by Ben David Rose. Here below you can see a video in which Ben David Rose tells the story and also a picture of the story. My version of the story is more for a beginners level in comparison to Bens story.
In the meantime I have also watched the video of Consuelo Palencia as Caluke advised me. I would keep looking at it. She tells it in such a nice way!
Mr. Cake and Miss Cheese