Sherry Norfolk |
Stories are not one way we make sense of the world—they
are the only way we make
sense of it.1
Have
you ever heard of Universal Design for Learning (UDL)? It’s “a set of
principles for curriculum development that give all individuals equal
opportunities to learn.”2 In other words (and this excellent
metaphor is theirs, not mine), UDL provides an on-ramp for learning. They offer this example: if you build
stairs, some people can use them; if you build a ramp, everyone can use it. Awesome!
Being
a Storytelling Teaching Artist who works in inclusive and self-contained
classrooms, I began to ask myself some questions:
Does storytelling create an on-ramp to
learning?
Is
it accessible to everyone?
Does it provide learning experiences that
allow every child – regardless of cognitive, language, learning, emotional,
physical or behavioral disability – to succeed?
In order to build that on-ramp, UDL principles encourage us to
offer multiple opportunities for Engagement (motivation), Representation
(content), and Expression (demonstrating understanding).
Platypus Puppet |
Of
course, storytellers have a huge advantage in the Engagement department -- we
can address all learning styles (visual, kinesthetic, auditory) at the same
time! But is that enough? Usually – but not for every student. For instance, if you’re telling a story about a
platypus to a child who is blind, providing a picture of a platypus won’t help
him, but a 3-dimensional model such as a stuffed animal or puppet will. When
you think about the needs of your audience and adjust accordingly, storytelling
provides multiple opportunities for Engagement!
What
about Representation? Well, thanks, to Kieran Egan and a lot of neurological
research, we know that “stories are not one
way we make sense of the world—they are the only
way we make sense of it.”
By presenting content through story, we help students make sense of, process, store and retrieve
the information more readily. We can offer students an on-ramp to learning, but
we may need to adjust our lesson plan. If our process requires students to do research
or write (challenging for students with learning disabilities) or to work in
small groups (difficult for children on the autism spectrum), we will need to
provide flexible alternatives. With some
forethought, storytelling provides multiple opportunities for Representation!
Providing
multiple opportunities for Expression – for demonstrating understanding – is
easy when you are working with story! Just think of the many ways that
storytelling is defined in our culture: oral telling, print, film,
illustration, digital, etc. Be ready
with suggestions – perhaps a student can cartoon his story rather than writing
or telling it, or can act it out with a partner, or tell it with props…or
Express himself in a dozen different ways!
Link to the article about storytelling and science where I found this cool graphic. |
Story
is the ONLY way we make sense of the world. Think about how you can use storytelling
as an on-ramp for learning for the kids in your world!
1. Kieran
Egan (2004). “The cognitive tools of children’s imagination.” Early Childhood Education, 36 (1), 4-10.
BIO: Sherry Norfolk is an
award-winning, internationally-acclaimed storyteller, teaching artist, and
author, performing and leading residencies and professional development
workshops across the United States and SE Asia. She was a presenter at the 2014
Kennedy Center-VSA Intersections Conference, “Leveling the Playing Field:
Storytelling in the Special Needs Classroom,” and for the 2015 Kennedy
Center-VSA webinar, “Teach Them to Fly: How Storytelling Gives Primary-age
Children with Special Needs Their Wings.”
www.sherrynorfolk.com
So glad for this teacher artist!!!!! Sherri, I love seeing you quote Kieran Egan, a long time advocate! This piece truly raised my spirit. Artist residencies have nearly disappeared around me, but this fall I got one for 8 days and they just called and asked for a separate "performance" day as intro. Things are looking good and your words make my soul sing.
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