It
is with considerable pleasure that I invite you to participate in
the Third International Storyline Conference. The two previous events
were held in Denmark; the first in Aalborg in 2000 and the second
in Elsinore in 2003.
It comes at an
auspicious time in Scotland. In November 2004 the Curriculum Review
Group in Scotland published its report entitled 'A Curriculum for
Excellence'. It proposed that the purposes of the curriculum should
be 'to enable all young people to become successful learners, confident
individuals, responsible citizens and effective contributors'. Many
of us think that Storyline can make an important contribution in helping
teachers and pupils to reach these aims.
Storyline had
its beginnings in the Inservice Department of Jordanhill College of
Education, now the Faculty of Education of Strathclyde University.
Over the last thirty years this approach to learning and teaching
has been adopted by teachers all over the world. The European association
of Educational Design has accelerated this process with its regular
seminars started in 1988. Now we present to you a programme which
reflects the flexibility and robust qualities of this approach. Storyline
is being used by teachers at all stages, from pre-school to secondary.
It has also been adapted in some countries for use in upper secondary
schools and in universities. It is being used to train nurses in Denmark
and business managers in Denmark and Sweden. Many foreign language
teachers find that Storyline provides the necessary context, audience
and purpose to motivate exciting learning.
This conference
is about sharing expertise and meeting an international group with
similar aims and objectives. For teachers who often feel isolated
in their schools and classrooms this is an opportunity for you to
create your own network of contacts and to share common interests.
We hope that a wide spectrum of educators-teachers in pre-school,
primary and secondary, lecturers, curriculum designers, administrators,
teacher trainers and parents-will be attracted to this event. All
will be made very welcome.
Steve
Bell Conference Chairman
Aims
of the Conference
The
Conference has several aims including:
Examining the
development of the Storyline Approach in an international and interdisciplinary
context
Supporting practitioners
who are already using the approach and who wish to extend their knowledge
and interest
Introducing
newcomers to the practical methods and the teaching principles
Exploring the
teacher planning and implementation of constructivist learning
Giving everyone
a chance to discuss the approach and to share ideas about what Storyline
means for them and how they would like to develop
Presenting experiences
from the work and research within the area and related areas
Examining links
between Storyline, Enterprise Education and a Curriculum for Excellence
It is our hope
that the international mix of presenters and delegates will add value
and quality to the proceedings.
Target
Audience
This conference should attract a wide range of people who are engaged
in all forms of education. The programme includes presentations which
deal with education ranging from pre-school, through primary and secondary
to teacher training, university education, and management training.
Conference
Language
The conference language is English but several of the optional sessions
will be presented in other languages German, Norwegian and Danish.
Conference
Design
It is our hope that many Scottish teachers will find the programme
of practical interest. This is a rare and exciting opportunity to
discover or re-visit this approach. In order also to accommodate those
coming from other countries we have designed a package of events which
we hope will add to the value of their visit.
Organising
Committee
Steve
Bell
Chairman
European Association for Educational Design and Storyline Scotland
Sallie
Harkness
Secretary
Educational Consultant and Storyline Scotland
Ian
Barr
Educational Consultant, Research Associate, University of Glasgow
Global Citizenship Unit. Ian created the painting that was used for
the conference logo
Ruth
Barr
Primary Adviser, Glasgow City Council Education Services
Linda
Brownlow
Co-Director, Centre for Studies in Enterprise, Career Development
and Work, University of Strathclyde Faculty of Education
Lesley
Dunlop
Creative Links Officer, Glasgow City Council Education Services
Barbara
Frame
Co-ordinator BEd (Hons) Primary, Moray House School of Education University
of Edinburgh
Christine
Higgison
Senior Education Officer and Head of Primary Schools, Glasgow City
Council, Education Services Directorate
Graham
White
Head of the Department of Childhood and Primary Studies, University
of Strathclyde Faculty of Education
Amanda
Minns
Learning and Teaching Scotland.
Janice
Neilson
Learning and Teaching Scotland
Marie
Kelly
Adviser, East Renfrewshire Council Education Department
We have benefited
from the guidance and assistance of Lorna
Clarkson, Glasgow and Clyde Tourist Board and Laura
Beaton, Ambassadorial Service in Glasgow
Conference
Programme Friday 27 October 2006
1000-1530
Optional
One-day Storyline Workshops
These
workshops are an optional extra provided for those who require a
practical introduction to the Storyline Approach. They will be held
in local primary schools at an additional cost of £30 per
person. Details of locations will be sent to those who choose to
participate.
NOTE: It is
possible to book a place on the workshops without taking part
in the conference.
1
Introduction
to the Storyline Approach for teachers of older children
9-14 years presented by experienced Storyline Trainers topic
to be announced later
2
Introduction
to the Storyline Approach for teachers of younger children
4-8 years presented by experienced Storyline Trainers topic to be
announced later
3
The
Amazon Rainforest a dramatic adventure in creative arts and
curriculum integration presented by Carol Jones and Claire Ritzler
from Georgia, USA
4
Ali
Baba and the Forty Thieves a Storyline for Foreign Language
Teachers presented by Ona Leonaviciene of Lithuania
5
An
Introduction to the Storyline Approach for German Teachers
presented by Dr Ulf Schwänke
(in German)
6
The
Art Gallery Storyline presented by Karen Margrethe Sørensen
(in Danish)
1830-2230
The
conference dinner will be held at the Thistle Hotel in Glasgow.
A relaxing evening is planned, during which a sumptuous dinner with
wine will be served. The after dinner speaker will be Mr Frank Adams.
Please note
there are a limited number of places available for the conference
dinner so please book early to avoid disappointment. Full payment
must be received in advance for this event.
Keynote
Speaker 1 Professor John MacBeath, University of Cambridge
in conversation with Dr Willie Haughey OBE,
Chairman Scottish Enterprise Glasgow
1025-1035
Information on Group Sessions – Sallie Harkness
1035-1100
Coffee/Tea Break
1100-1245
Choice of Group Sessions
These will
be presented by experienced Storyline enthusiasts from many different
backgrounds and countries. Most presentations will take the form of
an illustrated talk or lecture with some time allowed for questions
and discussion.
Delegates should
note that some sessions are 'double bills' with two different presentations
which have been paired as complementary. Only twenty-five places
are available at each session so book early to avoid disappointment.
Creating a
Storyline School
Jill Wells, Deputy Headteacher at Malton CP School & Lorna Karetnyk,
Deputy Headteacher at Kirkbymoorside CP School, North Yorkshire, England,
sharing how they introduced and developed a storyline ethos within
their schools Ages 3-11, Best Practice
Two of a Kind a matter of supply and demand
Dr Jos Letschert, Professor, Educational Adviser and Researcher, University
of Twente, The Netherlands. An exploration of the fragile balance
between curricular content and the questions of learners in the context
of Storyline Curriculum & Pedagogy
The Amazon Rainforest An adventure in
Creative Arts and Curriculum Integration
Carol Jones, Director of Alliance Theatre Institute for Educators
& Claire Ritzler, Alliance Theatre Teaching Artist, Atlanta, Georgia,
USA. This interactive workshop demonstrates curriculum integration
in science, language arts, social studies and drama. Storyline episodes
use puppetry, teacher in role, story enactment and other drama strategies
to explore the children's book, The Great Kapok Tree by Lynne Cherry Drama / Arts
Storyline Under 8 and under its spell
Liz Rose, Curriculum Support Officer, Carolynne McArthur & Yvonne
McBlain, Creativity Team, Falkirk Council, Scotland. An outline of
how we have developed a flexible approach to Storyline with young
learners in Falkirk Schools. The workshop will identify the links
to citizenship and enterprising education along with the direct impact
on children's learning Ages 5-8
Session
a) Spreading the Word by Classroom Practice
Björg Eiríksdóttir, Teacher and Educational Consultant,
Kársnesskóli, Kópavogur, Iceland, describes how
Storyline helps the teacher to be more daring and effective in influencing
pupils to come up with their own ideas and make them happen. This
makes the students more interested and they become better learners-making
the teacher happy Best practice
Session
b) Necessary Skills for the Storyline Teacher
Rósa Eggertsdóttir, Consultant, University of Akureyri,
Iceland. The Storyline approach has its own characteristics which
set it apart from traditional classroom practices. This paper addresses
the different role of the teacher and what main skills she needs to
emphasis when teaching by the approach Teacher Training
Session
a) Dialogues
in Storyline Work
Liv Torunn Eik, Assistant Professor, Vestfold University College,
Toensberg, Norway, presents the Norwegian professor Olga Dysthe's
dialogical learning strategies related to Storyline. How can Key Questions
in Storyline Work be followed by dialogues based on both writing and
talking in order to create more active and effective learning? Theory
Session
b) Collaborating for Success
Jeff Creswell, Martha Cade, Claire Cofsky & Ned Hascall, Teachers
of ages 9-12, Metropolitan Learning Center, Portland, Oregon, USA.
Enterprising teachers must learn new models of working together in
order to respond to an increasingly complex school environment. The
team will share slides, student work samples and topic outlines for
Storylines which involve multiple classes of students multimedia
presentation followed by discussion Best practice
Session
a) 1+1=3: The Magic of Creativity & the Ecology
of Curricular Reflections
Hanne Lund Kristenssen, Assistant Professor, Department of Pedagogy,
Faculty of Arts, Folk Culture and Teacher Education, Telemark University
College, Norway. What might happen when you mix deep ecology, pedagogy,
didactic, play and art? This lecture presents the philosophical, theoretical
and practical aspects of such a mixture, by drawing a picture of creativity
as a vital force in life, Storyline and the enterprising school Theory
Session
b) The
kind of Education the Storyline Approach can provide but only if...
Cecilie Falkenberg, Educational Consultant, University College (CVU)
Copenhagen. You could ask if a Storyline project is always a Storyline
project. The answer would be yes! But all Storyline projects are not
the same. What are the common features of a Storyline project and
what are the special features that provide a good education? How does
it provide enterprising ideas? Theory
Creative Dialogues a Comenius Project
on: Storyline in Language Classes
Gisela Ehlers, Teacher Trainer, IQSH Kiel, Germany, Director of Project,
& Verna Brandford, Education Lecturer, Professional Studies Coordinator,
Institute Partnership Manager, Institute of Education, University
of London, give a report and examples of the work and the outcome
of a Sokrates project that was focussed on producing a trainer module
for presenting the Storyline as an innovative method for the language
classroom Teacher Training
Session
a) Music Makes a Difference
Susan Fotheringham, Head Teacher, Queen Mary Street Nursery School,
Glasgow, examining the proposition that by enriching individual and
collaborative learning experiences, promoting attainment and achievement,
music can be a catalyst for increased community confidence Music
Session
b) Storyline & Reggio Emilia Linking
the Thinking
Karen Margrethe Sørensen, Teacher and Consultant, Broager,
Denmark. The creative pedagogy of Reggio Emilia and the constructive
teaching method of the Storyline approach share many elements
such as: respect, documentation, learning by doing, research and creativity Ages 3-6
1245-1400
Lunch
1400-1445
Keynote Speaker 2
Dr Jonothan Neelands, Reader in Drama and Theatre Education,
Institute of Education, University of Warwick
Designing Authentic Assessments Within a Storyline
Model
Rebecca Plaskitt, Teacher and Storyline Tutor, Portland, Oregon, USA.
This presentation will focus on how to include a variety of assessment
opportunities within a Storyline. The connection between curriculum
benchmarks and authentic assessment will be included. Practical examples
and ideas for planning will be shared. Multimedia presentation followed
by discussion Best practice
Developing Metacognition & Thinking Skills
through Storyline
Ian Barr, Educational Consultant, Scotland & Barbara Frame, Programme
Co-ordinator BEd (Hons) Primary Education, Edinburgh University, Scotland,
demonstrating through a workshop how thinking skills can be taught
through the Storyline approach Best Practice
Storyline in the Multi-Ethnic Classroom
Knut-Rune Olsen, Assistant Professor, University College of Vestfold,
Toensberg, Norway. According to research learning in multi-ethnic
classrooms will be more effective if the teachers actively treat multiculturalism
as an advantage and a positive focus in the curriculum and not a problem.
This workshop focuses on how Storyline can be used in the multi-ethnic
classroom (in Norwegian) Best Practice
Using
Storyline in Foreign Language Teaching
Session a)
Ona Leonaviciene, Teacher, Marijampole Marijonu Secondary School,
Lithuania, describes how Storyline gives possibilities to learn
foreign languages in more natural linguistic situations
Session
b)
Doris Kocher, Lecturer, Pädagogische Hochschule / University
of Education, Freiburg, Germany, presenting a variety of positive
aspects and principles concerning the use of Storyline in the foreign
language classroom followed by a discussion of possible problems and
solutions
Foreign Language
Session
a) Storyline & Effective Teaching about the
Human Body
Gunnhildur Óskarsdóttir, Lecturer Kennaraháskóla
Islands, Reykjavik. In the lecture results from my PhD research about
the development of children's ideas about the body will be discussed
and how children's ideas and experience can be used as a starting
point for learning. The emphasis will also be on the importance of
social interaction and different teaching methods and also on how
the quiet pupils can be involved. How this all fits into the Storyline
approach as a design for effective teaching and learning will also
be discussed
Session
b) On the Road to Healthy Living a health
based Storyline
Todd Stewart-Rinier, Teacher, Portland, Oregon, USA. A multimedia
presentation in which I will share my experiences with a Storyline
that explores healthy and un-healthy behaviours, body systems and
helps students learn skills for healthy living. A discussion will
follow the presentation Health & Body
Drama, Story & Learning
Marie Jeanne McNaughton is a Senior Lecturer in the Department of
Childhood and Primary Studies at the University of Strathclyde and
the editor of Drama Journal. This interactive workshop will look at
exciting techniques for working with children to create extended story-drama,
to bring stories to life and develop characters and to explore situations
through Storyline based drama Drama
"Joyning"
the Learning
Margaret Byrne of " Learning Unlimited" & Elaine Wyllie,
Teacher, St Ninian's Primary School, Stirling, will discuss bringing
enjoyment back to learning by adopting cross curricular and holistic
approaches in primary school classrooms DVD presentation &
discussion Ages 5-11
Storyline in a Gaelic Medium Immersion Context
Rosemary Ward, 5-14 Quality Improvement Officer, Argyll & Bute
Council, Helensburgh, Scotland. The presentation will give an example
of how Storyline can be used in Scottish classrooms to provide a context
that provides an audience and purpose for language practice and the
development and extension of vocabulary. Ownership of the story is
central to the motivation which is so important in stimulating young
learners in using and improving their second language Language
1830-1930
Civic Reception at Glasgow City Chambers
This drinks reception which is kindly hosted by Glasgow City Council
will take place in the impressive Glasgow City Chambers on the evening
on Saturday 28 October.
This event is
complimentary for all registered delegates.
Dress: Informal
Delegates make
their own plans for dinner and evening entertainment
Conference
Programme Sunday 29 October 2006
0800-0915
Registration
0915-0930
Introduction/information for the day
0930-0945
Music and Dance
0945-1030
Keynote Speaker 3
Jackie Murphy, Chicago Arts Partnerships in Education
Storyline
& Literacy Starting with the Child
Carol Omand, Head Teacher, Gartconner Primary, Kirkintilloch &
Lynda Bancroft, Teacher, Aberfoyle Primary, Scotland. With the focus
on child centred learning, this presentation will explore a wide range
of exciting possibilities to stimulate, encourage and motivate talking,
listening, reading and writing through the use of a Storyline approach.
Come on a journey with us through the Enchanted Forest and other places,
through the eyes of children and find out more Literacy
Developing Metacognition & Thinking Skills
through Storyline
Ian Barr, Educational Consultant, Scotland & Barbara Frame, Programme
Co-ordinator BEd (Hons) Primary Education, Edinburgh University, Scotland,
demonstrating through a workshop how thinking skills can be taught
through the Storyline approach Best Practice
The
Little People a Storyline for 6-10 year olds
Janne Fauskanger, Assistant Professor, University of Stavanger &
Liv Torunn Eik, Assistant Professor, Vestfold University College,
Norway. This Storyline is focused on developing the pupils` social
competence as well on aims from mathematics and mother language instructions
presented as a workshop Social Competence/ Mathematics
Session
a) Close-Up & Storyline
Social Sciences Working with delicate historical, geographical and
social topics
Jan Greven, Curriculum Designer for Geography and Cross Curricular
Issues, Institute for Curriculum Development (SLO) Enschede, The Netherlands.
Dutch slavery is used as an example to introduce the close-up idea
as the core, the crystallisation point of such topics. The close-up
is the starting point for the plot of a Storyline that makes the children
understand the vital importance of the topic
Session
b) Getting the Facts Straight How to develop
a Historical Storyline
Jeff Creswell, Teacher of children ages 11-12, Metropolitan Learning
Center, Portland, Oregon, USA. This lecture/discussion will provide
teachers the opportunity to explore the various ways that history
topics can be developed in the classroom. Ideas for the use of information
packets, internet pathways, primary source materials will be shared.
Storyline is ideally suited to encourage students to look deeply at
historical events Social History & Development
Session
a) 'The Reflective Practitioner' to teach learning
philosophy
Cecilie Falkenberg, Educational Consultant, University College (CVU)
Copenhagen.In Denmark teacher students these days often learn about
the Storyline approach during their studies. In other lessons they
are taught about learning philosophy. The project presented in this
session aims to teach students the latter by using the first (in English) Teacher Training
Session
b) Storyline, Computer Games & Subjects
Finn Mosegaard, Pedagogical Adviser, Amtscentret for Undervisning
/ Spøttrup Kommune, Skive, Denmark. Computer Games can be an
important part of a subject-based education if Storyline is the didactical
scaffold (in Danish) ICT
Session a) Storyline & Science Topic Books for
Younger Children
Gunnhildur Óskarsdóttir, Lecturer, Kennaraháskóli
Íslands, Reykkjavík, Iceland and Ragnheiður Hermannsdóttir,
Teacher, Háteigsskóli, Reykjavík, Iceland. This
lecture will discuss how Storyline can be used as an ignition or a
starting point into further work about different themes such as the
car, the kitchen, the mountains and the harbour. All these themes
include a lot of science activities and information to be collected
and explored from different sources Science
Session
b) A Storyline for children with chronic illness
Edith Mark is a registered Nurse and PhD Student, Forskningsenhed
for Klinisk Sygepleje, Aalborg Sygehus, Århus Universitetshospital,
Aalborg, Denmark. An illustrated lecture describing Danish research
into how & why the narrative can be used by nurses in a promotion
of health to children with special demands for eating (especially
children with diabetes and overweight children) Health & Development
Session a) There are Words in my Head how can I let
them out?
Guðmundur Kristmundsson, Associate Professor, Iceland University
of Education (Kennaraháskóli Íslands) Reykjavik,
Iceland. This lecture will discuss how Storyline could be used to
increase vocabulary and understanding of concepts and words. In this,
using Storyline could form a base for further learning Literacy
Session
b) Linking with Literacy in Book-Based Storylines
Sallie Harkness, Educational Consultant, Storyline Scotland, Glasgow.
Sallie will argue that Book-Based Storylines match all the criteria
of 21st century thinking on Literacy Education as they put texts at
the heart of the learning process Literacy
Session
a) The Art Gallery Storyline
Karen Margrethe Sørensen, Teacher and Educational Consultant,
Broager, Denmark. The starting point for this session will be the
visual pedagogy of Reggio Emilia. "Paintings can be used for
information and communication. By creating paintings, the children
are allowed to communicate observations, feelings, thoughts, ideas
and fantasies". During the workshop, the participants will create
an "Art Gallery" with their own paintings. The workshop
will be presented as a Storyline Art
Session
b) The Importance of Visual Display in a Storyline
Topic
Coleen Vallerga, Teacher, Highland Elementary School, Bend, Oregon,
USA
Storyline
in the Comenius Project Creative Dialogues
Martina Kankowski, Teacher Trainer, IQSH Kiel & Katrin Harder,
Language Teacher and Adviser, Berlin, Germany, present a Storyline
for the language classroom Castle Hotel (Das Schlosshotel) that was
designed in the Comenius project Creative Dialogues and tried out
by European teacher tandems Foreign Language
Using
Storyline in Year 6 Classrooms
Session a)
Paul Bertolotto, Teacher, Edinburgh Academy, Scotland Ages 9-11
Session
b)
Todd Stewart-Rinier, Teacher, Portland, Oregon USA. Discussion and
sharing of Storylines which work well with children ages 9,10 and
11. I will share my personal experiences (successes and failures)
with Storylines I have used with this age group Ages 9-11
Storyline
& the Curriculum for Excellence National Literacy Programme &
Website
Margo Williamson & Janice Neilson of Learning and Teaching Scotland.
How does Storyline relate to the Curriculum for Excellence? Sharing
this and other good practice on the Learning & Teaching Scotland
Literacy Website Literacy
Creating
a Storyline School
Jill Wells, Deputy Headteacher at Malton CP School & Lorna Karetnyk,
Deputy Headteacher at Kirkbymoorside CP School, North Yorkshire, England,
sharing how they introduced and are continuing to develop and disseminate
the Storyline ethos within their schools and North Yorkshire, England Whole School Approach
What
& Where is "Ownership of Learning"?
Storyline, Modes of Participation and Bringing Ownership Out of Pupils'
Heads Riikka Hofmann, PhD Student, University of Cambridge, England
& Rebecca Plaskitt, Teacher, Portland, Oregon, USA, discuss Riikka's
research in Rebecca's Storyline classroom, taking a fresh look at
the idea of "ownership of learning" Best Practice
Sharing
Responsibility
How can children learn to plan, organise & evaluate their own
learning?
Hanne Lund-Kristensen & Knut Rune Olsen, Vestfold College, Toensberg,
Norway. In this workshop the presenters offer a didactic model that
can be used by both teacher and learner. Through examples and training,
the participants will learn how to implement this flexible and creative
model into their own way of Storyline teaching (in Norwegian) Best Practice
Session
a) There was a Princess Long Ago Storyline
success with 5 year olds
Pamela Adamson, Head Teacher, Larbert Village Primary, Falkirk, Scotland,
tells the story of a joint project between her school and Falkirk
Council's Creativity Team. Her presentation will demonstrate the positive
impact the Storyline approach had on the children themselves and the
effective structure it provided in delivering a cross-curricular approach
to learning and teaching
Session
b) The Enchanted Forest a Storyline for 4-5
year olds
Lynda Bancroft, Teacher, Aberfoyle Primary, Stirling Council, Scotland.
This presentation describes the presence of "Brambleberry the
Elf" in her classroom encourage the pupils to explore the forest
environment and develop their language skills Early years
The
Aberfoyle Experience Storyline & Curriculum Management
Carol Omand, formerly Head Teacher of Aberfoyle Primary, Stirling
Council, Scotland. This presentation will focus on the use of a Storyline
approach to provide curriculum flexibility, creativity and design,
cross curricular skills and as a motivational tool for continuing
staff development. It will also provide a focus for curriculum management Curriculum
Session
a) Ali Baba & The Forty Thieves a Storyline
for foreign language teaching
Ona Leonaviciene, Teacher, Marijampole Marijonu Secondary School,
Lithuania, describes how to engage learners in meaningful linguistic
activities using the ideas of the fairytale
Session
b) The Witches a Storyline for foreign language
teaching
Doris Kocher, Lecturer, Padagogische Hochschule / University of Education,
Freiburg, Germany, presents The Witches Storyline (products and processes)
and then shares her experiences of other Storyline projects for the
foreign language classroom in secondary school Foreign Language
Session
a) Constructivism & Storyline
Dr Ulf Schwänke, Trainer in Adult Education and University Lecturer,
Techniker Krankenkasse (health insurance company) and Universität
Hamburg, Germany, talking about how our imaginations shape our perception
of reality and how Storyline teachers can make use of this
concept
Session
b) Open Architectures & Democratic Learning
Terry Wrigley, Senior Lecturer, Educational Studies, University of
Edinburgh, Moray House School of Education. This session will examine
the relationships between Storyline, Project Method and Design Challenges
as opportunities for more democratic learning Theory
A
Learning Journey: From Storyline in university to teaching Storyline
for real
Barbara Frame, Programme Co-ordinator BEd (Hons) Primary Education,
Edinburgh University, Scotland & Paul Bertolotto, Class teacher,
Edinburgh Academy, Scotland describing how university work can prepare
student teachers to teach Storyline Teacher Training
Session
a) Parents & Children Writing Stories Together
Sue Ellis, Senior Lecturer, University of Strathclyde, Faculty of
Education, Glasgow & Gill Friel, Head Teacher, St Ninian's Primary,
Stirling. The home-school writing project involves parents and children
writing and publishing a story together at home. Parents value the
creativity of the approach and the confidence it develops, in addition
to developing generic skills such as time management and organisation
Session
b) Storyline & Critical Literacy
Dr Vivienne Smith, Lecturer and Researcher, University of Strathclyde,
Faculty of Education, is presently engaged on a research project linking
Storyline with Critical literacy. This presentation will be related
to her findings Literacy
Session a) Building mathematical Storyline contexts
Janne Fauskanger, Assistant Professor, University of Stavanger,
Norway. This lecture will focus on how to build Storyline contexts
and at the same time focus on how the context can be built with
a view to develop each student's mathematical knowledge. Mathematics
Session b) Storyline Reflection
Sarah Jones, Storyline Teacher, Portland, Oregon USA. Reflection
at the end of each topic is vital, both for the student and for
the teacher. I will show how the Topic Book is used as a reflection
for students and then how I have created the class topic book to
showcase the entire class's Storyline. I will discuss its importance
in the reflection process and how we can use it to improve aspects
of future Storylines. Best Practice
Session a) Storyline gives greater knowledge
An example from an energy Storyline Ylva Lundin, Educational Consultant,
Alingsås, Sweden, talks about a Storyline where the students
created an energy saving compound. An investigation shows that the
students knowledge was greater compared to a national survey. Images
from classrooms will illustrate the students' work. Social Science
Session b) Knowing
one's 'why' means finding one's 'how' Erik Lindberg, Author, Language
Teacher and Lecturer at the University College of Boras, Sweden
gives a report and discusses examples of the work and the outcome
of a post graduate commissioned education course (in service, 7,5
ECTS) that was focused on linking practical Storyline work and constructivist
theories. Teacher Training
1545-1615
Coffee/Tea Break
1615-1700
Keynote Speaker 4
- Professor Brian Boyd, Faculty of Education, University of Strathclyde
'Looking to the Future'
1700-1715
Closing Speech
Optional
School Visits Monday 30 October 2006
0930-1230
Details with application
programme
and timetable are subject to change
Keynote
Speakers
Professor
John MacBeath OBE
Chair of Educational Leadership,
Institute of Education, University of Cambridge
John is the Chair of Educational Leadership at the University of Cambridge
and Director of Leadership for Learning: the Cambridge Network. Until
2000 he was Director of the Quality in Education Centre at the University
of Strathclyde in Glasgow. As well as his interest and research on
leadership he has for the last decade worked with schools, education
authorities and national governments on school self-evaluation. Four
books on self-evaluation, published in the last three years, have
been addressed mainly to a teacher and management readership. These
include 'Schools Must Speak for Themselves', 'Self-Evaluation in European
Schools', 'Self-evaluation: what's in it for schools?' and 'Self-evaluation
in the Global Classroom' all published by Routledge. All four books
derive from collaboration with schools, with teachers and schools
students. The 'Global Classroom' book being written mainly by school
students in eight different countries. Issues in School Improvement,
a CD-rom resource for schools in Hong Kong, contains many of these
self-evaluation tools in both English and Chinese. He has acted in
a consultancy role to the Organisation for Economic Co-operation and
Development (OECD), UNESCO and ILO (International Labour Organisation),
the Bertelsmann Foundation, the Prince's Trust, the European Commission,
the Scottish Executive, the Swiss Federal Government, the Varkey Group
in Dubai (Emirates) and the Hong Kong Education Department. He was
a member for the Government Task Force on Standards from 19972001
and was awarded the OBE for services to education in 1997.
Dr
Willie Haughey OBE
Chairman, Scottish Enterprise Glasgow
Willie Haughey
is a man of inspiration who is deeply interested in designing and
developing skills training programmes for young people. He has won
many awards over recent years. Amongst these are Entrepreneur of the
Year' 1999 and 2000, 'Business Man of the Year' in 2003, Great Scot
of 2005 and he was the recipient of the Glasgow 'Loving Cup' presented
by the Lord Provost for his outstanding work for Charity. Born in
the heart of Glasgow he trained as a refrigeration and air-conditioning
engineer and worked for some time in the Middle East before starting
his own business in his home city. His Company, set up in 1985 with
seven employees is now one of the UK's largest specialist refrigeration
and facilities management companies employing over 10,500 people.
The significance of his contribution to Scottish society was recognised
recently when he received an honorary doctorate from Glasgow Caledonian
University. As well as his many business interests he was a Director
of Celtic Football Club from 1994 to 1997 and his Family Charitable
Trust has donated over £3m to charity.
Dr
Jonothan Neelands Reader
in Drama and Theatre Education, Institute of Education, University
of University of Warwick (2003) He is also Deputy Director of Research,
National Academy for Gifted and Talented Youth (20052007)
Jonothan is a noted author and researcher with many publications in
the area of educational drama. Over recent years he has been recognised
internationally with appointments such as; Lansdowne Visiting Scholar
University of Victoria, B.C. Canada; 1995: Sara Spencer Award for
Excellence in Teaching (nominee) American Alliance for Theatre Educators;
1998: Visiting Professor Emerson College 20002004 and Visiting
Scholar New York University 20032004
Jackie Murphy
Arts-in-education Consultant Jackie Murphy
is an arts-in-education consultant. During her tenure at the Chicago
Teachers' Center, Northeastern Illinois University, her work focused
on integrating arts across the core curriculum in Chicago. She served
as director of Arts at the Center of Teaching and Learning, co-director
of a federally funded Drop-Out Prevention initiative and as founder/director
of the Lakeview Education and Arts Partnership (LEAP), which has gained
international attention. As a artist she has collaborated with teachers
in over 25 schools to raise student achievement through drama and
playwriting,
Jackie designs and implements professional development seminars and
graduate level classes for teachers, artists and school leaders. Her
current projects include integrating the arts into pre-service teaching,
professional development literacy collaborations with Chicago Shakespeare
and Steppenwolf Theaters, arts integration program evaluation, and
replication efforts for arts integrated schools in Scotland. She devoted
12 years to teaching English in middle and secondary schools. She
is a published writer of fiction.
Professor
Brian Boyd
Faculty of Education
University of Strathclyde
Brian
has worked in the Faculty of Education for twelve years after a career
in secondary education which saw him hold two posts of Head Teacher
as well as Education Officer and Chief Adviser. He is Professor of
Education, based in the Language Education Division of the Department
of Curricular Studies. His MEd was in Educational Policy-Making at
school level and his PhD focused on the 10-14 Report as a case study
in Policy Making nationally. He was a member of the Ministerial Review
Group on the curriculum 3-18 which produced the report 'A Curriculum
for Excellence'.
Brian
is also a co-founder, with Katrina Bowes, of 'Tapestry', a ground-breaking
new organisation set up to bring leading edge thinking about learning
to Scotland, in partnership with local authorities and others.
He
is in demand as a speaker at conferences, as a staff developer, as
a tutor in management courses and as a consultant to local authorities
and schools. He writes frequently, and challengingly, for the educational
press in Scotland and published widely in educational journals and
books. He is currently editor with Hodder Gibson of a new series of
books aimed at teachers as part of their CPD and he is author of two
of the first four titles 'Primary-Secondary Transition' and 'Improving
Professional Practice' to be published in 2005.
After Dinner Speaker
Frank
Adams
Higher Education Consultant
formerly Associate Dean, Moray House School of Education, University
of Edinburgh
Frank
taught in schools in Scotland and Zambia before entering Moray House
College of Education, now the Education Faculty of Edinburgh University.
He was responsible for the publication, in 1982, of 'Some Aspects
of Thematic Work' and, for a time, was responsible for national curriculum
development in Scottish primary schools.
Since
retiring in October 2004 he has been doing accreditation work of post-graduate
qualifications in Teaching and Learning in Higher Education for The
Higher Education Academy (formerly the Institute for Learning and
Teaching in Higher Education). He has also been undertaking reviews
of Foundation Degrees in Early Childhood Studies and Foundation Degrees
for Teaching Assistants for the Quality Assurance Agency for Higher
Education. In December 2005 the General Teaching Council for Scotland
published his report 'Discipline in Scottish Schools: A Survey of
Teachers Views' based on his analysis of a questionnaire completed
by 750 Scottish teachers. In 2006 he will be part of a United Nations
Development Project on Enhancement of Quality Assurance and Institutional
Planning in Arab Universities and will undertake reviews of university
teacher education programmes in Sudan, Yemen and Gaza.
Location
Glasgow The
name Glasgow comes from the Celtic "glas cu", meaning "green
hollow" this is more usually translated as "dear green place".
Glasgow does indeed have many green spaces within the city boundary,
from Glasgow Green in the heart of the city, to Pollok Park, home
to the Burrell, which houses the magnificent art collection of Sir
William Burrell, including medieval art, tapestries, alabasters, stained
glass and English oak furniture.
Glasgow
also has a long industrial heritage with many proud moments including
the launch of the great Cunard liners, the Queen Mary and Queen Elizabeth
in the 1930s, and the Royal Yacht Britannia was also built on the
Clyde. There are reminders of this past to be seen along the banks
of the river Clyde, including the Finnieston Crane, which can be seen
close to the SECC and was erected in 1931 to lift steam locomotives
onto ships. Now Glasgow has a thriving new economic base centred on
the service sector to take the city forward.
In addition to the Burrell, Glasgow also has one of the richest collections
of art and historical artefacts in Europe; this is housed in more
than 20 museums across the city, most of which are free to enter.
The range of exhibits includes the painting of Christ of St John of
The Cross by Salvador Dali to a social history of the people and city
of Glasgow covering the last 250 years the range is immense.
If all this is not enough to tempt you, Glasgow is also an excellent
centre for visiting other parts of Scotland. Edinburgh and Stirling,
with their fine castles are within an hour's travel of Glasgow and
good travel links make these journeys easy to achieve.
The world-renowned Loch Lomond is also within easy reach of Glasgow
and is an eye-opener to the wonderful scenery that Scotland has to
offer.
Finally,
Glasgow also offers a rich cultural life with several theatres, a
concert hall and other live-music venues. There are also great opportunities
for shopping from specialist shops to high street names in a centre
that has been said to be the best place in Britain for shopping outside
London. Glasgow has much to offer in so many ways and we look forward
to welcoming you to our rich and vibrant city.
Further information on the city of Glasgow can be found at www.seeglasgow.com
Amongst many other things Glasgow has played an important
part in the history of Teacher Training. David Stow, the educational
pioneer and reformer, established Dundas Vale Normal Seminary in Glasgow
in 1837. This was the first Teacher Training College in Scotland and
began the process of development in teacher education which led to
the establishing of Jordanhill College of Education in 1921. In 1975/76
Jordanhill was probably the largest Teacher Training Institute in
Europe with almost 4,000 students.
It was during this period of expansion that Storyline
was developed by the Staff Tutor team of the Inservice Department
at the College and this leads to an interesting story about links
between the city and this approach to teaching now known as Storyline.
During the late 70s and early 80s there was a lively exchange arrangement
between members of staff at Jordanhill College
and the University of Hamburg. A German Professor, writing a description
of the Storyline approach in an educational journal gave it the name
'Die Methode Glasgow' because he was describing what he had seen in
schools that city. Although it is now more commonly known as Storyline
the old name is still used with affection in many parts of Germany.
So Glasgow has played a large part in the 'history'
and development of this pedagogy and it is right that this conference
should celebrate these links in its home town with enthusiasts from
many other countries.
Venue
& Travel
The
conference is taking place in the modern purpose built campus of Glasgow
Caledonian University which is located in the city centre.
Glasgow Caledonian University
Cowcaddens Road
Glasgow
G4 0BA www.gcal.ac.uk
Glasgow has excellent air, rail and road links with
the rest of the UK and also with the surrounding region. The University
Campus is ideally situated next to all the major car, bus and rail
links making it easy to get around the city and out to the surrounding
area.
Air
Travel Glasgow International Airport (GLA) has direct links to many
European cities. Many flights are also available via London Heathrow,
Gatwick, Stansted and Amsterdam Airports, which in turn have direct
flights to numerous cities worldwide. Many airlines, including low-cost
ones, fly into Glasgow International Airport. The airport is 13km
from the city centre, which can be reached by bus or taxi. www.glasgowairport.com
An alternative is to use Glasgow Prestwick International
Airport (PIK) from which low costs flights go to a range of European
destinations. Prestwick International Airport is 48 km south of Glasgow,
a drive of approximately 45 minutes. Regular train and bus services
also connect with Glasgow city centre (journey time, about an hour).
www.gpia.co.uk
It is also possible to fly to Edinburgh International
Airport (EDI), which is approximately 1 hour's drive from Glasgow.
www.edinburghairport.com
Train
For those with a bit more time to spare Glasgow is well served by
rail services from the south of England. Travellers from London can
use either the West Coast Line (Virgin Trains) or the East Coast Line
(GNER).
The University is only ten minutes walk away from both
Glasgow Central and Queen Street stations. These provide fast and
frequent links with all cities around the country and are also the
central hub of all regional rail travel. www.networkrail.co.uk
or www.spt.co.uk
Bus/Coach Buchanan Bus Station is situated directly
opposite the University Campus on Cowcaddens Road. www.spt.co.uk
Car
The University is five minutes from Junction 16 of the M8 motorway,
which links Glasgow to the capital city, Edinburgh and to the south.
There is a NCP car park (Concert Square Car Park) directly opposite
the entrance to Glasgow Caledonian University that can accommodate
in excess of 200 cars.
Banks and Currency Exchange
The United Kingdom's currency is Pounds Sterling. Scottish pound notes
are also issued by banks in Scotland. These are valid throughout the
UK but must be exchanged prior to departure from the UK. Credit cards
are widely accepted in restaurants and shops. Traveller's cheques
are also accepted for purchasing goods and can be cashed at banks,
post offices and hotels.
Insurance
The organisers cannot accept any responsibility for individual travel,
medical or personal insurance. Delegates are strongly advised to have
their own travel insurance policies.
Weather
In October, the weather is likely to be variable, with an average
temperature of 12ºC. However Scottish weather is not always predictable,
it is advisable to bring a sweater and raincoat.
Registration
Information
Delegate Registration for Conference: 27-29 October
2006
All Conference attendees, including invited speakers,
must register in advance of the conference. All fully registered delegates
will receive the following:
Conference Pack
including the Conference Programme and other associated materials
Name Badge permitting
access to all Sessions
Teas/Coffees
and Lunch during breaks
Admission to
Civic Reception at Glasgow City Chambers, 28 October 2006
General registration will begin on Saturday 28 October
from 0800 hours and will continue throughout the Conference opening
at 0830 hours on Sunday 29 October.
Conference delegates with special needs should contact
the Conference Secretariat in advance for assistance.
Registration Fees
To take advantage of the reduced registration rates, all registration
forms must be returned by 25 August 2006. The registration fees are
as follows:
Early
Registration
(prior to/on 15 September 2006)
£295.00
Late
Registration
(after 25 August 2006)
£395.00
Early
Day Registration
£195.00
Late
Day Registration
£295.00
Storyline
Dinner
£ 50.00
Pre-Conference
Workshop
£ 30.00
Post
Conference School Visits
No Charge
Payment of fees must accompany all registration forms.
As the financial year for 2006 begins on 1 April you
can purchase places for the conference in the 2005 financial year
and the 2006 financial year while still taking advantage of the early
registration fee as long as you do so prior to 25 August 2006.
Credit Card Credit card is the preferred method of payment.
The following credit cards are welcome: Visa, Mastercard. Unfortunately
American Express and Diners Cards cannot be accepted.
Personal or Company Cheque Payment by personal or company cheque,
drawn on a UK bank only will be accepted. Payments should be made
to:
"Enterprising Careers, University of Strathclyde"
Invoice (accompanied by Institutional Purchase Order
Number) Delegates requiring invoices MUST provide a purchase order
number and invoice department/address if different from address for
correspondence on registration form.
PLEASE NOTE: NO OTHER METHODS OF PAYMENT CAN BE ACCEPTED
Accommodation
Owing to the demand for accommodation in Glasgow in
October 2006, all accommodation must be reserved before 25 August
2006. Bookings and rates cannot be guaranteed after this date. Early
booking is recommended as the city hotels are very busy during October.
We have secured accommodation at 4 hotels close to the
conference venue to suit all price brackets. If you would like us
to arrange accommodation on your behalf we would like to advise you
to book early. All rates quoted per room per night and are inclusive
of breakfast and VAT charged at 17.5%.
Thistle Hotel
Cambridge Street,
Glasgow,
G2 3HN
The Thistle Hotel provides excellent 4-star comfort; the rooms are
spacious, comfortable and offer modern-day conveniences. The Thistle
Hotel is located approximately 10 minutes walk from the conference
venue.
£ 110.00 single occupancy
£ 125.00 twin/double occupancy
Express By Holiday Inn
Glasgow City Centre Theaterland
West Nile Street 165
Glasgow
G1 2RL
The Express by Holiday Inn is a two star hotel which provides excellent
value for money and is ideally situated in the heart of the city within
the Theatreland district. Glasgow's variety of shopping options are
all within easy walking distance of the hotel. This hotel is approximately
a 5 minute walk from the conference venue.
£ 78.00 single occupancy
IBIS Hotel
220 West Regent Street
Glasgow
G2 4DQ
The Ibis is a 2 star hotel which provides good value for money is
located within easy reach of Glasgow's restaurants and shops. This
hotel is approximately a 20 minute walk from the conference venue.
£ 69.95 single occupancy
Premier Travel Inn
10 Elmbank Gardens
Glasgow
G2 4PP
The Premier Travel Inn provides excellent 3 star accommodation which
is affordable yet comfortable. This hotel is approximately a 20 minute
walk from the conference venue and is close to many of Glasgow city
centre restaurants and shops.
£ 56.00 single occupancy
£ 63.85 twin/double occupancy
Please supply a credit card to secure your hotel accommodation.
Other Accommodation
There are numerous hotels, hostels and bed and breakfast facilities
on offer in Glasgow. If you wish to make your own accommodation reservations
please visit the Glasgow Tourist Board website: www.seeglasgow.com
Press
If you wish to attend the conference as a member of the press you
must contact the Conference Secretariat in advance of the meeting.
Cancellation Policy
All cancellations must be intimated in writing or emailed to the Conference
Secretariat.
Registration Fees
Cancellations of registration received on or before 25 August 2006
An administration fee of £50 will be deducted from any refund
issued
Cancellations of registration received after 25 August 2006
NO REFUNDS WILL BE ISSUED
HOTEL ACCOMMODATION
Cancellations received on or before 25 August 2006
No charge will be made
Cancellations received after 25 August 2006
HOTEL WILL DEDUCT THE EQUIVALENT OF YOUR FULL STAY FROM YOUR CREDIT
CARD
Internet registration has now closed but you may register in person on Saturday 28 October at the Saltire Centre in Caledonian University – click here for map