bill law’s three-scene storyboarding questioning storyboards DVT 15 storyboarding - 2 uploaded 30/04/11 support material at at: > set storyboards in an extended learning process > understand the value of questioning them > elicit a story, find its meaning & establish its purpose > apply educator skills in posing useful questions > enable reach & grasp in your students’ thinking > test criteria for finding value in this work this presentation at: to help you to…

making sense of storyboarding the learning verbs for interrogating anecdotes… what’s going on here? who - what - when - where? got enough to go on? > finding-out - looking / seeing / listening keeps coming back to me? hardest to deal with? why I have to do something? > checking-out - sorting / focusing / probing how did it get this way? what can I do about it? how I can make it work for me? > working-out - explaining / anticipating / trialing biggest surprise? changes how I see things? different from people I know? > sorting-out - noticing / comparing / contrasting

for working with your students & clients on the point of their stories… making sense of storyboarding useful questions > eliciting a story> finding a meaning> establishing a purpose what’s going on here? keeps coming back ? how did it get this way? biggest surprise? asking about their significance - how the scenes are designed and arranged asking about what can be done now - planning & rehearsing action asking about making the scenes - what the person has put in the scenes

might you have missed something? why have you put in this ‘who-what-where- when’? what does it say about what you will do? what was the hardest bit of this to do? is there a surprise here? how do you know this is a good idea? does doing this give you new ideas? would somebody else tell it differently? if this were about a friend what would you say? do you need to talk to somebody new? how can you make this work for you? do you feel more hopeful now? making sense of storyboarding extending the scope of learning how much of a reach can questioning enable?

what is going on here? is there enough here for people to understand you? what does it say about what you will do? why do you choose this episode? is any of the ‘who- what-where-when’ important to you? what are the pros-and- cons for what you have in mind? does any of it make you think hard? do you think about any of this a lot? does this have to work for anybody else in your life? would it help to go over it again? has it changed your mind? how do you make this work? making sense of storyboarding getting to grips with learning how much of grasp can questioning enable?

sensing looking / meeting / listening / saying sifting noticing / comparing / contrasting / patterning focusing targeting / pin-pointing / concentrating / probing GRASP of understanding REACH for action understanding explaining /anticipating / trialing / adapting eliciting story finding meaning establishing purpose making sense of storyboarding grasp & depth in learning verbs sharing command of the learning verbs

help to go over it again? change your mind? pros-and-cons? why did you choose this story? how will you make this work? who else must you consider? making sense of storyboarding making progress with learning verbs finding questions you do ask - you can ask - you will ask

making sense of storyboarding outcomes of value > for students - individual satisfaction > for colleagues - professional usefulness > for organisations - support for commitments

any hope here? the ppt… support material… the overview… help colleagues… copy-&-paste urls into an background support… hihohiho alerts… ‘yes’ to news & updates… helping you to... if ‘yes’ - glad it’s useful if ‘no’ - tell Bill why at yes/no set storyboards in an extended learning process understand the value of questioning them elicit a story, find its meaning & establish its purpose apply educator skills in posing useful questions enable reach & grasp in your students’ thinking test criteria for finding value in this work