6. Incidents

Guiding Questions

  • Are the incidents real problems to be solved?
  • Are the incidents relevant to the story?
  • Are problems clearly defined?
  • Are key questions used to determine what students know and what they need to know to conduct an enquiry?
  • Is the studentsʼ sense of ownership engaged and does the story drive the solution?
  • Do the incidents move the story along in a natural progression?
  • Do they offer valuable insights into the story?
  • Do incidents vary in how they occur?
  • Do they allow for a variety of creative responses or products?
  • Are incidents included that allow for in-depth research and investigation?
  • Do they often include the element of surprise?
  • Are the incidents designed to make characters think about their feelings, beliefs and attitudes, as well as to make decisions and solve problems? (affective and cognitive)
  • Do they generate strong character interaction and development?
  • Have teacher/students set criteria for quality work, with clear expectations for process and product? (structure before activity)
  • Do the incidents tie in curriculum in a meaningful way, or have a defined objective that enhances the story?
  • Are the curriculum content objectives listed?
  • Are incidents designed by the students as well as the teacher?

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7. Culmination

Guiding Questions

  • Is the culmination a special event?
  • Does it brings the topic to a satisfying conclusion?
  • Is it a natural ending to the story?
  • Does either the culmination or the reflection (Storyline Filter #8) provide the opportunity for students to share!their learning and re-tell the story?
  • Does the culmination demonstrate that kids are doing work that has value, purpose and reason?
  • Do students provide keen insight into their story and learnings in the presentation?
  • Is the value of a Storyline study evident?
  • Have teacher/students set criteria for quality work, with clear expectations for process and product? (structure before activity)
  • Is the culmination student-planned and student-powered?
  • Is a real-world audience included? (parents/families plus additional school/community members)

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8. Reflection and Assessment

Guiding Questions

Reflection

  • Is the activity/reflection theory of learning used throughout the Storyline?
  • Is it a natural part of the topic work?
  • Does reflection involve the cognitive domain where students reflect on their learning process and product?
  • Does reflection involve the affective domain where students make connections to their own reality, thoughts, and feelings?
  • Do students broaden their reflections as they consider how to extend skills and concepts learned?
  • Does either the culmination (Storyline Filter #7) or the reflection provide the opportunity for students to share their learning and re-tell the story? (topic books, homefun cloze activity, etc.)

Assessment

  • Has the teacher defined the goals of the topic work with desired outcomes as well content standards that will be addressed in the topic?
  • Has the teacher identified outcomes that are worthy of assessing and determined the forms of assessment?
    Is assessment varied and carefully planned?
  • Is assessment on-going and embedded in the topic?
  • Are students formulating and using their own criteria to judge the quality of a product?
  • Is student learning and assessment communicated to students and parents?

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9. Activities and Groupings

Guiding Questions

Activities

  • Has the teacher selected activities that blend naturally with the story and enhance it?
  • Are the activities of high quality and motivating for the characters?
  • Are all activities directly related to goals, objectives, and concepts being taught?
  • Do the activities present realistic things the characters would do within the story?
  • Do the activities move the story along and are they a catalyst for the next episode?
  • Are the activities hands-on, collaborative, investigative and/or imaginative?
  • Do they incorporate visual, auditory, tactile and kinesthetic learning?
  • Do they arise from the affective as well as the cognitive domain?
  • Have important decisions on content of assignments been made by students?
  • Have teacher/students set criteria for quality work, with clear expectations for process and product (structure before activity)

Groupings

  • Are a variety of student groupings are incorporated? (whole class, small groups, partners, individual)
  • Are process/product outcomes shared with the whole class?
  • Have students/teacher set behavior expectations for successful group work and for quality products?

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10. Curriculum

Guiding Questions

  • Is the curriculum covered in a highly creative and meaningful way within the story?
  • Is the content organized using the story as the cement between curricular areas?
  • Have a full range of disciplines been brought together in the story for a full array of discipline-based perspectives?
  • Is there is a major curriculum focus that allows for an in-depth study?
  • Are minor curriculum focus areas included?
  • Are important key concepts identified?
  • Does the curriculum fit naturally in the story with logical connections?
  • Does it enrich and develop the story?
  • Are the following student outcomes incorporated?
    1. self-directed learner
    2. collaborative worker
    3. community contributor
    4. complex thinker
    5. quality producer
  • Is the curriculum grade-level appropriate?
  • Are the learning outcomes clearly stated and the content standards to be covered listed?

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