Storyline in Hiie school2006-2009

Poland, January 2006

Key question

Not known in Estonia Why?

• Universities do not include this method in the curriculum of teachers training

• The method is introduced by in-service courses for practicing teachers

• Estonian teachers prefer to follow the state curriculum step by step

Denmark, October 2006

Clearness!

caracters

story telling

drawing

handicraft

acting

listening

Controversial reactions of teachers• developing• creative• teamwork-oriented• comperhensive

But at the same time:

• labour – intensive

• unpredictable

• prolonged

A number of issues were raised:

• How to follow the curriculum when applying the method?

• How to give marks?• How to apply the method in upper grades?• Are humans an obligatory element in upper

grades also?• Where to get the numerous pieces of necessary

equipment?• How long should you elaborate on one topic?

• Is it obligatory in our school now?

?

4 teachers

•8th grade – school yesterday, today, tomorrow

•6th grade – Forest

•5th grade – Fortress

•2nd grade - Home

Positive aspects:

• It is possible to include various subjects under a specific topic;

• It allows each pupil to work according to their capabilities;

• It develops creativity and fantasy in pupils;• It develops pupils’ planning skills;• It develops teamwork skills;• It develops leadership skills;• It is for the teacher to observe these processes

as children reveal different aspects of themselves

Negative aspects:

• Only class teacher can apply the Storyline method in full extent and according to the rules;

• It is a real touchstone to make upper grade pupil make hadicraft,

• It is difficult to switch over into other classroom work

Some examples:

• Method was applied prior to school holiday;

• Isolated use of various elements of Storyline;

• To use mind-map to develop vocabulary;

• Applieing means on information technology instead of art and handicraft