Attend
Exhibit
We Are What We Eat: Food Memories Help Teach Storytelling and Design |
Participate and share : Poster
Lisa Pritchard
Food doesn't just sustain us and allow us to survive physically; it also connects us to or separates us from others. Participants will learn how to teach their students storytelling and design methods by taking food memories from ideas to critique to experience, including examples and best practices.
| Audience: | Curriculum/district specialists, Teachers, Teacher education/higher ed faculty |
| Skill level: | Beginner |
| Attendee devices: | Devices useful |
| Attendee device specification: | Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows |
| Participant accounts, software and other materials: | Attendees should have the ability to write in some sort of document (they can also handwrite if that's preferable) a web browser I will have a website prepared in advance of the presentation with resources |
| Topic: | Storytelling/multimedia |
| Grade level: | 9-12 |
| Subject area: | Language arts |
| ISTE Standards: | For Students: Empowered Learner
|
The purpose of this presentation is to provide attendees with a model for how to approach storytelling with students through the common and relatable topic of food. Participants will leave with an idea for how to approach an initial storytelling situation, how to train students to effectively critique that work, and ideas for how to convert that story into an interactive experience. We will troubleshoot scenarios with a dearth of technology or limitations such as COVID protocols. I will also provide examples of successful results and resources for participants to refer to.
Content and activities: I will begin with an overview of the session and provide participants with a prompt to write a brief food memory. We will cover how to teach students to effectively critique each other's memory and then share a few of them to model workshopping writing. After that, we'll take a few examples from volunteers and brainstorm how to turn those stories into an experience to share with others. We may get around to creating that experience, but, if not, we will talk about different resources and discuss methods and technologies that can help to bring the vision to life. Towards the end, I will provide examples of what my students have created - both individually and as groups. Participants can ask questions for how to apply this to their specific situation and are free to contact me after the session with questions and ideas. The session will consist of some presentation on my behalf, workshopping among groups and between peers, and some device-based activities. Depending on the time allotted, but based on the 90 minute lab time, the overview would run 10-15 minutes, the initial writing and brainstorming 20 minutes, the critique 15 minutes, the brainstorming and creating process 30 minutes, and the examples and question and answer portion about 10 minutes. The session could be shortened with the same percentages of time.
What Makes Storytelling So Effective for Learning? - https://www.harvardbusiness.org/what-makes-storytelling-so-effective-for-learning/
The importance of the way design thinking contributes to learning empathy --Design Thinking Is a Challenge to Teach, and That's a Good Thing - https://www.edsurge.com/news/2019-07-31-design-thinking-is-a-challenge-to-teach-and-that-s-a-good-thing
Lisa Pritchard is a "veteran" high school English teacher and instructional coach who uses her innovative ideas, experiences, and passion for education and connection to help other educators remember why they dove into teaching in the first place.
Adobe Spark: Sparking Creativity
SMACKDOWN of Tools That You Can Use Tomorrow — ISTE Standards Edition
Universally Design Your Professional Learning (UDL for PD!)
Return