To draw someone's story
is to engage in a deeply respectful conversation
One of the biggest challenges facing every parent, coach or educator is how to tell the full story of a learner's special abilities and personal successes.
If the only tools available are criterion-based this can be challenging. We sometimes find ourselves so involved in testing that we end up not being able to see the wood for the trees and selling others short.
Learners of all ages are achieving remarkable things, often using new technologies. Yet much of the work in collaborative spaces and in real world contexts sits outside the scope of traditional testing.
With a fundamental shift happening in classrooms - and in lifelong learning - we need to be able to recognise and support the development of creative and inquiring minds. Michael Fullan tells us that to 'measure' new learning we need a whole new mind frame - a mind frame that works backwards and has a lot more to do with observing and noticing.
Story Hui does this using a visual literacy - simple drawing - and in this way, accesses and makes visible the powerful field of personal skills, strengths and capabilities.
If the only tools available are criterion-based this can be challenging. We sometimes find ourselves so involved in testing that we end up not being able to see the wood for the trees and selling others short.
Learners of all ages are achieving remarkable things, often using new technologies. Yet much of the work in collaborative spaces and in real world contexts sits outside the scope of traditional testing.
With a fundamental shift happening in classrooms - and in lifelong learning - we need to be able to recognise and support the development of creative and inquiring minds. Michael Fullan tells us that to 'measure' new learning we need a whole new mind frame - a mind frame that works backwards and has a lot more to do with observing and noticing.
Story Hui does this using a visual literacy - simple drawing - and in this way, accesses and makes visible the powerful field of personal skills, strengths and capabilities.
I’m Liz Stevenson and I'm constantly amazed at what can happen when we deeply listen to other people's stories.
For the past 18 years, I’ve been working with narrative circles in the areas of health, education and the arts. After initially developing communication boards in a hospital setting with patients who had sustained brain injury, I adapted the storyboard process in a virtual classroom for artists [F7@WoW] - which was recognised with a DEANZ award - and published Alice's Room, Online Mentors in Class.
For my MEd thesis, Personalising Learning in a Web 2.0 Environment, the collaborative process was developed even further - employing burst photography as a tool for working with athletes in a custom made online coaching room, SportLink.
More recently, time spent learning about the early indigenous Australian languages has found me returning full circle to simple hand drawn symbols as I developed the face to face Story Hui methodology for my PhD research. In this method, stories are shared using a number of reference points at once.
For the past 18 years, I’ve been working with narrative circles in the areas of health, education and the arts. After initially developing communication boards in a hospital setting with patients who had sustained brain injury, I adapted the storyboard process in a virtual classroom for artists [F7@WoW] - which was recognised with a DEANZ award - and published Alice's Room, Online Mentors in Class.
For my MEd thesis, Personalising Learning in a Web 2.0 Environment, the collaborative process was developed even further - employing burst photography as a tool for working with athletes in a custom made online coaching room, SportLink.
More recently, time spent learning about the early indigenous Australian languages has found me returning full circle to simple hand drawn symbols as I developed the face to face Story Hui methodology for my PhD research. In this method, stories are shared using a number of reference points at once.
