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Storypath: A Practical Approach for Culturally Responsive Instruction
Margit E. McGuireSeattle [email protected]://fac-staff.seattleu.edu/mmcguire/web/Washington Association of Bilingual EducationYakima, 2010
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The Storypath Approach
Storypath uses the components of story--setting, character and plot--to organize curriculum into meaning and memorable learning experiences.
It is more than reading a story, it is living the story guided by the teacher as learners create the setting, become the characters and solve the problems presented through the plot.
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Storypath is based on humans’ innate ability to remember and make sense of their world through stories.
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What makes Storypath distinctive?Student
engagementMemorable
through the lived experience
Student efficacyProblem solvingUse of
academic language in context
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Storypath for ELLsStorypath…provides rich exposure to English;structures experiences so they are
comprehensible to students;provides scaffolding to support language
acquisition;provides opportunities for meaningful
interaction;“levels the playing field;” andaffirms learners’ contributions.
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Families in their NeighborhoodsStorypathEpisode 1: The Neighborhood
Episode 2: Families
Episode 3: Understanding Families
Episode 4: Finding the Way
Episode 5: Litter in the Neighborhood
Episode 6: Speeding Cars
Episode 7: A Neighborhood Celebration
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Creating the Setting
Students create the setting by
completing a frieze (mural) or
other visual representation of the
place.
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Creating the Characters
Students create characters for
the story whose roles they will
play during subsequent episodes.
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Character BiographyCharacter’s nameFamily roleAge Place of birthJobFun things character likes to doFavorite foods
Assessment: The biography is appropriate to the family.
The figure of the character matches the biography.
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Building ContextEpisode 3: Understanding Families
Family Crest Activity Family Name(s) What families do together Holiday celebration Family heritage/tradition Family values
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Critical Incidents Episode 4:
Finding the Way Episode 5:
Litter in the Neighborhood Episode 6:
Speeding Cars
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1. The classroom environment sends the message that each student is valued.
Imagination affirms that each student has something to contribute.
• Each student has an experience that connects to the story.
• Students come together to work on a common problem.
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2. A common base of understanding is established through the use of scaffolding, direct experience, and visuals.
• The narrative structure of the Storypath—setting, character, and plot—provides scaffolding for learning in a way that is meaningful to students.
• They are the story. • Their involvement taps into multiple ways
of knowing—social interaction, role-play, visualizing, kinesthetic experiences, and the accompanying language activities.
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3. Storypath fosters learning because students have a purpose, make choices, and can link what they know with what they’re studying.
Story-making is compelling; it helps us remember and make sense of our world. .
The story has purpose. What will happen next?
Students have to decide what to do and consider the consequences of their choices. They do this together.
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4. Learners negotiate meaning from language and text and across disciplines.
Storypath experiences include: “sandwiching” known expressions
with new academic language; using word banks, labeling; using visuals and manipulatives; using interactive activities to foster
conceptual understandings; and role-playing events to understand
scenarios and use academic language in context.
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5. Cooperative activities for problem-solving and social skills support ELLs.
Choices engage children dramatically in “real-world” dilemmas; they work together to solve the problems.
• They come to school asking, “What will happen in the Storypath today?
• “Outsiders” become insiders when they offer ideas important to the community.
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6. ELLs benefit from a theme-based curriculum that is organized to promote standards-based learning; a curriculum that develops trust, identity, and voice fostering cross-cultural respect. The structural components of setting,
character, and plot set the stage for developing all kinds of themes.
Problem tackling as a cooperative endeavor promoting the values of trust and respect for differences. We see problems differently and through the problem solving discourse, we can appreciate each other’s contributions.
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“[Children] with a high sense of self-efficacy are likely to approach achievement situations with confidence and engage in tasks willingly and persistently.”*
*Jere Brophy. Motivating Students to Learn. (Boston: McGraw Hill, 1998), 57.
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All children deserve a content rich environment.
They deserve instruction that supports their learning and the belief that they are capable.
The Storypath experience supports acceptance of all children in the classroom community so essential for their future learning.