Back in June, I did this test of what collaborative storytelling could look like for asynchronous learning. However, the process can be used during class for even more interaction, and more story variations. This format also has the benefit of modeling writing, which can become new sources of input with timed writes typed up, edited, and read in class. This is not innovative. I’ve seen teachers do this live in the classroom. However, you might have stepped away from collaborative storytelling for a bit, or just forgotten how easy and enjoyable it can be. I’d recommend getting back into it, keeping it a regular activity throughout the year. Here are my current favorite collaborative storytelling formats for live remote learning:
Using the super simple story script sequence, write a story by providing either/or details for students to choose, or blank spaces for students to fill-in their own. Share out, step-by-step as teacher restates in target language, and/or submit so teacher can edit, type up, and share back to whole class. You get up to as many new stories as you have students, although I found success projecting just 2 stories; one from the class, and one from another class.
Slide Talk Stories
Screenshare/project the Slides, and scroll through to inspire story detail options. If you want students to compete over details a little more, choose two options from the Slides (e.g. “H.E.R. or Brent Faiyaz?”). Otherwise, choose one detail from the Slides, then whatever other shadow comes to mind. Use the script below for a home-run story.
WOWATS (Whole-class One Word At a Time Stories)
Generate a list of words (e.g. from most recent text, high frequency, all words students know, etc.), randomly choose one, collaborate to use the word in a story, and continue. Consider following Mike Peto’s story structure of limiting each story part to 5 minutes so ideas don’t go off the rails and it takes the whole class.
1) Who? Where? With Whom?
3) Fail to Solve