Introduction
As a pedagogical teaching strategy, the storyline method is ideal for “active learners”, and can therefore be used for children in kindergarten. The method is more of an approach in teaching, with its key features drawing a contrast between it, and other teaching and learning strategies (Storyline Scotland par. 2), in the storyline method place emphasis on the knowledge that the learners in question possess. Accordingly, it recognizes this existing value.
Features of Storyline method of teaching
In the storyline method of teaching, the teacher makes use of key questions during the teaching process as a way of encouraging the pupils to become active in constructing their individual models concerning the topic under study, along with their hypothesis. Later on, it is the role of the teacher to test these models and hypotheses with the existing real research and evidence (Bell, Harkness, and White 34). The teacher sequentially makes use of key questions to assist them in constructing a teaching context by making use of a story. The teacher and the students then jointly construct a scenario of the topic under study by way of visualization. This is especially more practical when the teacher helps his/her pupils to construct collages, pictures, as well as three-dimensional models, through the use of different craft and art techniques.
The method of teaching gives a teacher a structure that enables them to plan classroom experience (Creswell 49). This way, a teacher is armed with security regarding the skills, knowledge, as well as attitudes that he/she would wish to give to the students. Moreover, the storyline method affords teachers practical strategies of implementation that have previously been a success with groups, classes, and individuals. The fact that this method of teaching is sequential affords progression in teaching with the unfolding of the teaching topic at hand.
Flexibility is another benefit of this teaching method, and this is especially important for kindergarten pupils, for example, because the responses that they give as the storyline process goes on form a critical step of such developments. The storyline teaching techniques also afford the practical and imaginative faculties of the students, as a result of their active involvement in the teaching method. Posing problems to the students as opposed to providing them with the needed answers, gives the teacher and the students a chance to collectively explore the problem at hand.
Making the storyline teaching method a success for teachers
In order for the storyline method of teaching to be a success, it is important that the teacher is in a position to utilize the social subject and the teaching environment, to act as an incentive for helping them assess the technique further, through the application of languages and arts. This way, the teachers will be best placed to describe, discuss and explain the teaching technique better to their students (Keefe and Jenkins 131). There is also the need for teachers to extend the necessary skills that will help the students to become more inquisitive, as this will help them search for information and answers that they need to tackle a topic at hand.
The teacher could also encourage the parents of their pupils to also get committed to the teaching process. This is yet another positive commitment that would further enhance the participation of students in the learning process. Other than supervising or assisting with, for example, children’s homework, a teacher may also encourage parents to be present as “experts” or visiting witnesses when students and teachers are celebrating the conclusion of a study topic.
Work cited
Bell, Steve, Harkness, Sallie, and White, Graham. Storyline – Past, Present & Future. Glasgow: Enterprising Careers, 2007.
Creswell, Jeff. Creating Worlds, Constructing Meaning: The Scottish Storyline Method. Portsmouth, NH, 1997.
Keefe, James, and Jenkins, John. Personalized instruction: changing classroom practice. New York: Eye on Education, 2000.
Storyline Scotland. “What is a storyline?” 2009. Web.