Скачать презентацию Storytelling and International Education 麥克 洛克博士 諾曼的故事演說家 Dr Mike Скачать презентацию Storytelling and International Education 麥克 洛克博士 諾曼的故事演說家 Dr Mike

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“Storytelling and International Education “Storytelling and International Education" 麥克. 洛克博士,諾曼的故事演說家 Dr. Mike Lockett, The Normal Storyteller www. mikelockett. com National Hsinchu university of Education October 14, 2015 Sponsored by Han Lin Publishing

 • PURPOSES 宗旨 : • Learn the benefits of using storytelling in the • PURPOSES 宗旨 : • Learn the benefits of using storytelling in the classroom. 在課堂上學到使用演說故事的好處 • To help participants learn to tell stories with more confidence. 幫助你演說故事時更有信心 2

The Grain of Rice… • Father left on trip • Gave daughters grain of The Grain of Rice… • Father left on trip • Gave daughters grain of rice • Mystery of rice? • What did daughters do? • Rice – Ideas – Learning • Plant and Nurture them in order to enjoy the harvest.

Storytelling may be method of teaching you wish to try. • I travel to Storytelling may be method of teaching you wish to try. • I travel to plant the seed of using storytelling to help improve learning – one story at a time • I support the use of storytelling to teach Reading/Language/EFL based on: 33 years as teacher and administrator Nearly 4000 successful programs Programs in 29 states and 14 countries 25 + American Awards for 5 CDs, 1 DVD and first nine children’s books • The love I receive from all who hear my stories. • •

Taiwan is Planting Seeds of Learning • We are here to plant seeds of Taiwan is Planting Seeds of Learning • We are here to plant seeds of learning one idea and one story at a time. • Play with stories • Share research • Learn to tell a story • FLIP the Story – so learner retells it. • At left: Grandpa Mike and former Mayor Jason Hu tell a story together in Taichung. 7

Two Goats on the Bridge 兩只山羊在一座橋 • Two goats - Two Mountains - One Two Goats on the Bridge 兩只山羊在一座橋 • Two goats - Two Mountains - One Bridge • One goat from the east and one from the west. . . • Both were determined to know who was best! 8

Goals in the Classroom 在教室裡的目標 • • • Listening 聽力 Speaking 發言 Reading Vocabulary Goals in the Classroom 在教室裡的目標 • • • Listening 聽力 Speaking 發言 Reading Vocabulary 閱讀詞彙 Reading Comprehension 閱讀理解 Reading Fluency 閱讀的流暢性 Content Area Reading 在內容區域中的閱讀 Thinking 思維 Problem Solving 解決問題的能力 Cooperation 合作 Teamwork 團隊合作 Prepare for Work 準備 作 Happy Learners 快樂的學習者 9

Everyone can tell a story! 每個人都會說故事 • But telling a story well takes practice. Everyone can tell a story! 每個人都會說故事 • But telling a story well takes practice. • 但是把故事說得好,需要練習。

Teacher – Speaker – Author 老師 揚聲器 者 作 Teacher – Speaker – Author 老師 揚聲器 者 作

Dr. Lockett is a Recording Artist. 錄音演出者 Tales from the Hill Fables: Tales from Dr. Lockett is a Recording Artist. 錄音演出者 Tales from the Hill Fables: Tales from Around the World Tales for the Young at Heart Tales of Delight – Storytelling DVD Newest Album Christmas from the Heart Tales and East Meets West

Author 作者 - Nine Children’s Books (soon to be ten) and one book for Author 作者 - Nine Children’s Books (soon to be ten) and one book for teachers – The Basics of Storytelling - + over 50 articles

A True Story – A Taiwan Memory Door Bells Dinner Bells Hand Bells School A True Story – A Taiwan Memory Door Bells Dinner Bells Hand Bells School Bells 14

Brain Research Says Children Need Storytelling Compiled by Kendall Haven 大腦研究說,兒童需要聽故事 — Kendall Haven Brain Research Says Children Need Storytelling Compiled by Kendall Haven 大腦研究說,兒童需要聽故事 — Kendall Haven 編輯 • Engle (1995) Children learn storytelling years before logic, persuasion, writing, and other forms of information delivery. Engle (1995)兒童的大腦在學故事能力上的發展,比了解邏輯、說服、寫作、 與其他傳達訊息方法的這些能力要早上好幾年。 • Hanson (2004) "Storytelling is at the least as effective as reading aloud for language arts development. " Hanson (2004) “在發展語言藝術這一件事情上,聽說故事至少比朗讀有效。 ” • Mello (2001) Storytelling enhances literacy. "Storytelling was an effective learning tool that linked literature to content and experience. " Mello(2001) 聽故事幫助改善讀寫能力。”聽故事是一個有效的學習 具, , 能把文學跟文意內容與經驗做一個連結。”

Brain Research Says Children Need Storytelling Compiled by Kendall Haven 大腦研究說,兒童需要聽故事 — Kendall Haven Brain Research Says Children Need Storytelling Compiled by Kendall Haven 大腦研究說,兒童需要聽故事 — Kendall Haven 編輯 • Schank (1990) "Storytelling has demonstrable, measurable, positive, and irreplaceable value in teaching. " Schank(1990) “聽故事在教導上有示範、可量測的、正向的、跟不可替換 的價值。 • Snow and Burns (1998) "Recently the efficacy of early reading and storytelling exposure has been scientifically validated. It has been shown to work. ” Snow and Burns (1998) “近來,提早閱讀與聽說故事的環境,經過科學上 證明有功效。已被證實是有功效。 • Tannen (1999) Images created through stories are more convincing and more memorable than either fact or abstract propositions. Tannen (1999) 透過故事所創造的影像是最具說服力的,並且比事實或抽 象的思考更能夠被記憶下來。 • Taylor (2001) "Storytelling is a valuable resource for developing critical thinking skills. " Taylor (2001) “聽說故事對於開發重要性的思考技巧是一項有價值的資源。

The Giant Pumpkin • A Story that Works in the Classroom * Interactive • The Giant Pumpkin • A Story that Works in the Classroom * Interactive • * Humorous • * Maximum • Involvement • * Draw from Prior • Knowledge • * Use to introduce • Other Books

Selecting Good Stories to Use 選擇適合的故事來使用 • Find stories that you like 找到你喜歡的故事。 • Selecting Good Stories to Use 選擇適合的故事來使用 • Find stories that you like 找到你喜歡的故事。 • It is important to like stories you tell. 喜愛你所要講的故事,是很重要的。 • If you do not like a story, your audience will not like it. 如果你不喜歡這個故事,你的聽眾也不會喜歡它。

Selecting Good Stories to Use 選擇適合的故事來用 • Learn stories from familiar culture 從比較熟悉的文化開始學習故事 • Selecting Good Stories to Use 選擇適合的故事來用 • Learn stories from familiar culture 從比較熟悉的文化開始學習故事 • Picture books (easy to remember) 圖畫書 (會比較容易記得) • Stories with lots of repetition and easy to follow plots 情節重複許多次的故事,和容易聽懂的情節 也會是好的故事

Selecting Good Stories to Use 選擇適合的故事來用 • Traditional Folk Tales (Dewey Decimal 398. 2) Selecting Good Stories to Use 選擇適合的故事來用 • Traditional Folk Tales (Dewey Decimal 398. 2) 傳統的鄉土故事 (杜威圖書編號 398. 2) • Aesop’s Fables, Fairy Tales, How and Why Stories 伊索寓言, 神話故事, 如何及為什麼的故事 • Find a “hook” to catch the listeners. Beginning/ending – easy to understand 找到一個引人的懸疑情節來抓住聽眾或初學者的心。 故事的起頭/結尾 – 會很容易記得 • Look for believable characters (true to story) 找到真實的角色 (對故事而言是真實的) • Match stories to the age level of the listeners 故事的難易要跟聽眾的程度相符合 • Personal Stories and Family Stories – only among friends 個人的故事與家庭的故事 – 只有在朋友之間才說

Types of Stories – Decide what you want to tell - 故事的類型 • • Types of Stories – Decide what you want to tell - 故事的類型 • • • • Anecdotes 軼事趣聞 Ballads 歌曲式的故事歌 Crowd Looseners 暖場的故事 Cumulative Stories 演進的故事 Epics 史詩或故事 Fables Aesop 伊索寓言 Fairy Tales 神仙故事 Folktales 民俗故事 Ghost Stories 鬼故事 Historical Stories歷史故事 Holiday Stories 節日故事 Jokes 笑話 Jump Stories 有嚇人效果的故事 Legends 傳奇故事 • • • Literary Stories 文學故事 Myths 神話 Original Stories 原作 Parables 寓言, 比喻 Parodies 諷刺文 Personal and Family Stories 個人及家庭故事 Pourquoi Stories (How and Why Stories) “為什麼”的故事 Reality Stories 真實故事 Springboard Stories 橋段故事 Tall tales 吹牛故事 Trickster tales 騙子故事 • __________ •

Sample of a Good Story that ANYONE can read or tell. • Bark George Sample of a Good Story that ANYONE can read or tell. • Bark George (Scholastic Books) • George went_________ • No, George! ____’s go ____.

 • Fun – liked by children • Filled with repetition • Characters are • Fun – liked by children • Filled with repetition • Characters are familiar at age level • Small number of characters to remember • Picture books are easy to remember • Story has a memory hook – • Story has surprise ending Bark George Available from Scholastic Books 23 Why is Bark George a Good Story?

The Turtle Who Talked too Much • Or Why Turtle Has Cracks on His The Turtle Who Talked too Much • Or Why Turtle Has Cracks on His Shell 24

Learning a New Story • Read story several times • Walk around while reading Learning a New Story • Read story several times • Walk around while reading the story • Tell the story aloud – PUSH THROUGH IT • Book Ends – Beginning and Ending • Retell the Story • Practice Problem Areas • Add 5 – Senses • Retell the Story to FIVE PEOPLE

Building Better Learners Through Storytelling Rule of FIVE • Five W’s • Who • Building Better Learners Through Storytelling Rule of FIVE • Five W’s • Who • What • Where • When • Why • Five Characters or Less • Five Senses • Tell Five Times 26

The Starfish – Making a Difference • The 5 Senses • • • The The Starfish – Making a Difference • The 5 Senses • • • The old man saw… He heard… In his mouth he could taste… He smelled… The man felt… • The 5 W’s • • • Who is the story about? Where did it take place? What happemed? Why was the boy throwing things? How did the boy make a difference? 27

Building Better Learners Through Storytelling Sample Story: The Cat’s Tale Building Better Learners Through Storytelling Sample Story: The Cat’s Tale

Review of The Cat’s Tale • The Cat was always hungry. • He learned Review of The Cat’s Tale • The Cat was always hungry. • He learned to use his tale to catch mice. • The cat found a hole, looked for a mouse, and moved his tale back and forth. • When the mouse could not look away, the cat caught and ate the mouse. • One mouse told the cat to wash before eating. He did, and the mouse got away. • Now all cats eat first and wash later.

Storytelling Basics – Stage Presence 說故事的基本要件 – 舞台上的表現 • Decide where to tell your Storytelling Basics – Stage Presence 說故事的基本要件 – 舞台上的表現 • Decide where to tell your story. 的故事 決定要在那裏說你 • Take a good breath 深呼吸一下 • Walk to your “spot. ” 走到你的 ”位置” • Stand or sit up straight. 挺腰站直或挺腰坐著 • Make eye contact with the audience. 和觀眾開始有眼 神的接觸 • Pause for breath. 停頓一下來呼吸 • Speak clearly and loudly. 大聲清楚的說話 • Introduce yourself and your story. 介紹你自己和你 的故事 • Tell your story. 開始說你的故事 30

Mayor Hu FLIPPED the Story and Retold a Taichung Ending 31 Mayor Hu FLIPPED the Story and Retold a Taichung Ending 31

Why Spiders Have Long Skinny Legs • Start with familiar • Introduce plot that Why Spiders Have Long Skinny Legs • Start with familiar • Introduce plot that repeats. • Encourage Listeners to Develop the story

Why Spider Has Long Skinny Legs 33 Why Spider Has Long Skinny Legs 33

Why Spider Has Long Skinny Legs 34 Why Spider Has Long Skinny Legs 34

A Little Drop of Honey 35 A Little Drop of Honey 35

Using Gestures with a Story 在故事中使用手勢 • Emphatic Gestures – strong gestures 強調的手勢 – Using Gestures with a Story 在故事中使用手勢 • Emphatic Gestures – strong gestures 強調的手勢 – 有力量的動作 • Suggestive Gestures – pantomimed actions 建議性的手勢 – 默劇式的動作 • Head and Facial Gestures – looks and expressions 手勢與臉部表情 – 神情與表達方法 • Prompting Gestures – for audience participation 提醒手勢 – 邀請觀眾的參與 36

The Mouse and the Elephant • “If I see an elephant, I will SMASH The Mouse and the Elephant • “If I see an elephant, I will SMASH it into the ground, ” said the Mouse.

Group Telling of a Story • • The Seven Happy Villagers Thinking Vocabulary Listening Group Telling of a Story • • The Seven Happy Villagers Thinking Vocabulary Listening Great for all ages Seven Volunteers for villagers Wise old Man needed to save the day Wife – small role requires counting ability Villagers need to exaggerate roles 38 Props = nice, but not needed

Vocal Techniques for Storytelling 說故事的聲音技巧 • Tone or Pitch – high or low 語氣與音調 Vocal Techniques for Storytelling 說故事的聲音技巧 • Tone or Pitch – high or low 語氣與音調 - 高或低 • Speed or Rate of Delivery – fast or slow 演講的速度或步調 - 快或慢 • Volume – loud or soft 聲音的音量 – 大聲或輕聲 • Vocal Mimicry – 聲音的模仿 • sound effects 音效 • animal sounds 動物的聲音 • dialects 方言 39

How Donkey Got His Ears An Italian Folktale How Donkey Got His Ears An Italian Folktale

Animal Mimicry • Cow – Mah – Ooo – Eee – Hands for echo Animal Mimicry • Cow – Mah – Ooo – Eee – Hands for echo • Lion – Snore – Oww – Add Pitch changes • Jaguar – Err – Oww – Higher Pitch • Chicken – Book – Change to Buck – Change to Buh- Yook – Buy-Yook, Book • Rooster – Er – Change to Er-Er-Er- Er-Er – Raise pitch • Frog – Ribbit, – Ooh auk with lower voice • Monkey – Owl sound – Suck sound back in – In and out with hoo, In and out with hah, take air in with raised mouth to add hee sound

More Animal Sounds • Wolf – Arr - Arrooo, Err - Err – Erroo More Animal Sounds • Wolf – Arr - Arrooo, Err - Err – Erroo • Sheep – Baa – Maah – Cupped Hands • Horse – Whee-ee-ee-ee High to low – Bubble with lips to follow • Pig – Suck air in with Err sound then EEE, Also Wheee with high pitched sounds + Grunt • Dog – Arrf or Err Oof or Woof or Yip, Yelp, Whine, Snarl, Woof • Snake – Hiss, Rattle

Still More Animal Sounds • Bee : buzz • Bird : chirp, cheep, peep, Still More Animal Sounds • Bee : buzz • Bird : chirp, cheep, peep, tweet, squawk, honk, quack twitter, warble, caw, gobble, cuckoo, coo • Cat : meow, miaow, purr, hiss • Chick : cheep, peep • Bull : snort • Crocodile : snap • Horse : Neigh • Mouse : squeak 43

Sample of Story Delivery Mary Had a Little Lamb • Based on Mother Goose Sample of Story Delivery Mary Had a Little Lamb • Based on Mother Goose • Easy to Read K-2 • Original Story that can be read or told by teachers • Simple Plot • Predictable Story • Repetitive Pattern • Easy to Act Out • Loveable Illustrations • English and Chinese • Includes Audio CD

Tricks to Help Tell the Story • Use Music and Conversation to catch the Tricks to Help Tell the Story • Use Music and Conversation to catch the attention of young listeners. • Start with the familiar – then move to the unfamiliar. • Add kinesthetic movements that are meaningful to the story (when possible) • Add meaningful details to the story (if it can be done without ‘taking away’… • Create pictures in the mind of the listener.

One Story Leads to Another One Story Leads to Another

Benefits of Telling Stories 說故事的好處 • Improves Reading Comprehension 改善閱讀理解力 • Improves Vocabulary Scores Benefits of Telling Stories 說故事的好處 • Improves Reading Comprehension 改善閱讀理解力 • Improves Vocabulary Scores 改善字彙的成績 • Improves Listening Comprehension 改善聽力的理解力 • Improves Math Applications (story problems) 改善數學的應用能力 (故事問題) • Improves Reading in ALL Content Areas 改善對於各種範圍的讀物的閱讀力 • Mike Lockett, 1992 麥克‧洛克, 1992 年

Storytelling… Reading, Writing Cycle Student Reads and Writes More Stories Writing More Improves Reading Storytelling… Reading, Writing Cycle Student Reads and Writes More Stories Writing More Improves Reading and Listening to Stories Need to know student needs. Need well chosen stories Need to hear stories often Knowledge to Improve Writing Better Reading Comprehen sion Dr. Mike Lockett, The Normal Storyteller, 2008

Practicing the Basics 我們來操練基本功夫吧! • Repetition - Look at the story to see if Practicing the Basics 我們來操練基本功夫吧! • Repetition - Look at the story to see if there any parts that can be told the same way throughout the story. Sometimes, this makes stories easier to tell and more fun to listen to. 反覆 – 看一看故事,然後找找看,在整個故事當中,有沒有一些情節可以用同樣的方 法來說。有時候,這樣做能讓故事講起來比較容易,聽起來也比較有趣。 • Rehearse – Tell your story at least once all the way through without stopping before going back to look at the story or at your notes. 排演 – 從頭到尾不停頓的將你的故事講一次,這樣的排練至少要做一次 。在你完成這 樣的排練之前, 不要看你的故事筆記。 • Practice – Practice telling your story over several times to yourself. 練習 – 練習一再地對你自己說這個故事好幾次。 • Perform – Tell the story in front of a live audience (1 or more listeners) - have fun! 表演 – 對著有現場觀眾(至少要有一個或更多的聽眾) 來說故事,然後,玩的愉快!

Sources for Stories www. mikelockett. com Sources for Stories www. mikelockett. com

Sources of Taiwan Folktales • Folk Stories of Taiwan - Culture Committee, Houston Taiwanese Sources of Taiwan Folktales • Folk Stories of Taiwan - Culture Committee, Houston Taiwanese School of Languages and Culture. • Tales of the Taiwanese - A wonderful sampling of more than 20 Taiwanese tales that appeal to all ages—from how and why stories, humorous tales, and animal tales to stories that demonstrate Taiwanese values and ethics. • Folktales from Taiwan – by Jessie Huang – published by Bookman, Excellent book

More Sources for Stories 52 More Sources for Stories 52

Staying Healthy for Storytelling 健健康康的說故事 • Talking or telling stories to a group can Staying Healthy for Storytelling 健健康康的說故事 • Talking or telling stories to a group can be hard on the throat. 對著一大群人說故事對於喉嚨是一大挑戰。 • To preserve your voice try RELAXING YOUR THROAT by: 你可以藉由以下方法來放鬆你的喉嚨,以便保留你的聲音: • Breathing from Diaphragm 從橫隔膜來呼吸 • Yawning 打呵欠 • Bubbling 吹泡泡 • Keeping Throat Moist 保持喉嚨濕潤 • Resting Your Voice 讓你的聲音休息 53

Building Better Learners Through Storytelling Listening, Speaking, Writing and Reading What you say, you Building Better Learners Through Storytelling Listening, Speaking, Writing and Reading What you say, you can write. What you write, you can read. So learn to tell stories. That’s all that you need.

Storytelling Was Important in Ancient Times • Socrates and Plato told stories to teach Storytelling Was Important in Ancient Times • Socrates and Plato told stories to teach wisdom, truth and stimulate thinking. • Confucius told stories to arouse the desire for better conduct. • Buddha told stories to help people seek enlightenment. • Jesus told parables to awaken beliefs and illustrate principles. • Panchatantra Tales - 5 books of 87 tales filled with animals and magic - written to teach royalty.

The Caliph of Baghdad • The Gift of Stories The Caliph of Baghdad • The Gift of Stories

Storytelling IS Important in Modern Times 57 Storytelling IS Important in Modern Times 57

Your Plan for Using Stories • • • Collect and learn stories Choose stories Your Plan for Using Stories • • • Collect and learn stories Choose stories that work for you. Find the best way for YOU to learn to tell the stories. Practice the stories. Tell the stories to at LEAST FIVE PEOPLE. • Set a date when you will perform your story. If you wait until you are ready – you will NEVER be ready. • Tell your story. • Figure out went right and wrong – then do it again. • Record your story for the future. • Learn another story. 58

The Tiger’s Teacher • Invite me back again. I have not shared all my The Tiger’s Teacher • Invite me back again. I have not shared all my tricks today! 59

The Turkey Hunt 找火雞 Call and Response Ending 呼喚與回應的結尾 • Response # 1 – The Turkey Hunt 找火雞 Call and Response Ending 呼喚與回應的結尾 • Response # 1 – “Yeah, man!” • 一號反應 — 「是的, 老兄! • Response # 2 – “So-So” (point side-side) • 二號反應 — 「那裏 – 那裏」 (手指指著身體的一邊 — 再指另一 邊) • Response # 3 – “Shoo, Turkey, Shoo. ” (motion chasing turkey) 三號反應 — 「噓,火雞走開,走開,走開。 」 (做追趕火雞的 動作)

Thanks AGAIN 再一次感謝 Know that students will grow because of your efforts. 我們知道,因為你的努力與投入, 學生將會成長。 Thanks AGAIN 再一次感謝 Know that students will grow because of your efforts. 我們知道,因為你的努力與投入, 學生將會成長。 Site: WWW. mikelockett. com Email: [email protected] com Taiwan Bookings through B. K. Norton Ltd. , Lillian Hsiao [email protected] com. tw Books and CDs available from B. K. Norton 書籍與CD 為書林出版社代理銷售

Fox’s Sack adapted from English Folktale Story available in The Tale of Tricky Fox Fox’s Sack adapted from English Folktale Story available in The Tale of Tricky Fox by Illinois Author, Jim Aylesworth Audio story available by Grammy Award Winner, Bill Harley

Picking Up the Snake 63 Picking Up the Snake 63