At the end
of the 70s and in the early 80s course tours were presented in
Gütersloh, Rheindalen, Münschen-Gladbach and Berlin
at the invitation of the Service Children's Education Authority.
1979, as part of the exchange partnership between Jordanhill College
and the University of Hamburg, I was a visiting lecturer for one
month. During that time lasting friendships were made with staff
and students. The Topic Work being presented on courses in Hamburg
became known as 'Die Methode Glasgow' because of an article written
by Dr Ulf Schwänke, one of the exchange partners. This was
an accidental title since it was only included at the request
of the editor and was supposed to be changed before publication.
This title is still commonly used in parts of Germany to describe
involved in the exchange was Dr Beate Grabbe who has been an enthusiastic
exponent of the method since the early 80s, as an assistant at
the University in Hamburg, as a tutor in the I.P.T.S. in Pinneberg,
as a headteacher in Wedel and more recently as a senior tutor
in the Institüt for Lehrerfortbildung in Hamburg. Over recent
years Storyline courses have been presented annually to whole
year groups (120 to 150 students) at her Institute. 'Die Methode
Glasgow' is regularly used as a special study by many students
and is now supported by a wealth of printed articles, magazines
and papers in the German language.
At the invitation
of Dr Eckhard Kohls of the Institüt für Praxis und Theorie
in Schule (I.P.T.S.) in Schleswig-Holstein annual Storyline courses,
supported by The British Council, were given annually in the 80s.
Lesley Dunlop, a headteacher in a Glasgow school was involved
as a tutor on at least one of these visits.
As part of
this programme, in the mid-80s, Ian Barr, at that time an evaluator
with the Scottish Consultative Committee on the Curriculum was
invited by the British Council to visit a course in Ahrensburg
to produce a report. This course evaluation, when published, proved
to be extremely valuable to both tutors and participants since
it gave, for the first time, an objective view of the course design
and a theoretical description of the methodology.
connection with Schleswig-Holstein is still very active and there
are many educators in that State who are now using aspects of
the approach in their daily classroom work and as tutors. Gisela
Schulz-Steinbach, an adviser in language teaching, for example,
is using Storyline to help primary teachers introduce second language
teaching at the early stages of the school. She helps to edit
a Language Teacher's journal - FF - which regularly includes articles
One of the
most intriguing courses organised by friends in the I.P.T.S. was
one held in Drosedow, Mecklenberg vor Pommeren in October 1990
very soon after German re-unification. This was a course for teachers
of English. The practical design of the course and the recommended
methodology were so totally different from what had gone before
that course members had difficulty in accepting that this form
of practice would be acceptable in the formal school system.
Campus of the University of Strathclyde also has an exchange arrangement
with the Pädagogische Hochschule in Freiburg and Dr. Klaus-Dieter
Fehse, Professor of Linguistics, and Doris Kocher, an assistant
in that department, have made a special study of Storyline in
order to adapt it for second language teaching in Realschule.
This is proving to be a very innovative and interesting ongoing
the time of writing they are engaged on researching methods of
evaluating and assessing pupils' performance when using Storyline
for second language teaching. In 1999 Doris Kocher
published a book entitled Das
Klassenzimmer als Lernwerkstatt, Medien und Komminikation im Englischunterricht
nach der Storyline-Methode. In May 2001 a two-day Symposium
was held in the PH Freiburg as a culmination of a research project
which used Storyline for teaching English as a second language
and Simulation Globale, a similar approach developed in Paris,
for teaching French.
As early as 1979 Dr Ulf Schwaenke, then working as an assistant professor in Hamburg University, came into contact with Storyline through an exchange partnership with Jordanhill College. At that time he became interested in what this ‘Methode Glasgow’ had to offer as an approach to teaching in a holistic way. He spent quite some time with the Inservice Staff Tutors and in visiting teachers and schools in the area and also participated in one of the Storyline courses for teachers. What impressed him most deeply was the experience that teachers who had taught in a very traditional and authoritarian way for many years not only had changed their methods but also their attitudes towards the pupils and towards teaching as a profession as a result of the staff development courses. In that same year Steve Bell and John MacBeath were both visiting lecturers to the Faculty of Education in Hamburg. A number of contacts were made that led to publishing first articles on Storyline in German (see below).
Later Ulf visited Glasgow several times in the 80s and 90s to revive his knowledge of the educational approaches developed in Scotland. Over his career development, as he moved from university to adult education and later to the commercial world, he has attempted to adapt Storyline for use with his target audience whether they are engaged in business or in education. In recent years he has been very active in recording his experience and his philosophy through his publications. As can be seen from the news items below he is now not only active in extending his writing but also in actively engaging educators through presenting at conferences and courses. He is an enthusiastic member of the European Association for Educational Design and has presented at the International Storyline Conferences in Elsinore and Glasgow.
Harkness-Moodie, S.C.: Wir lesen ein Kinder-Taschenbuch. Basteln und Werken im Literaturunterricht der Grundschule. In: Balhorn, H. et al. (Hrsg.): Sprachunterricht 2 – 4. München 1981, S. 85 – 100.
Rendell, F./Bell, S.: Warum „epochaler Gesamtunterricht“? In: Tymister, H. J. u.a. (Hrsg.): Deutschunterricht 5 – 10. München 1980, S. 156 – 172.
Schwänke, U.: Die exemplarische Anwendung schulischer Lehr-Lern-Verfahren in der Lehrerausbildung. In: Tymister, H.-J. et al. (Hrsg.): Deutschunterricht 5 - 10. München 1980, S. 192 - 207.