Please silence your cell phones. Welcome! Please silence your cell phones. Show this slide as participants gather. Session 3 – 3 hours Materials: Spellbinder Notebooks with tabs and Power Point Handout Books and other library resources (fables and storybooks) Pencils and note paper Flip Chart Agendas for each session, wall tape Warm-up activity with “feelings” – list of feelings on 3x5 card and “feeling slips” Flip Charts on observation Sign-In sheet 3,2,1 Evaluations (half sheet) LCD projector and lap top and white board markers Posters: K.H. definition Self Evaluation Flip Chart Observation Checklist (grey handout) Program handouts (yellow) K.S. Weddel 8/2016

Volunteer Storyteller Training Longmont Library Volunteer Storyteller Training Session 3 Trainer: Slides 2-4 15 minutes Welcome participants. If needed, review the schedule of classes. Remind participants that it’s beneficial to arrive 5 minutes before class begins to connect with each other and to settle in. In order to complete all the objectives class begins and ends on time. Suggested Ice Breaker: Expressing Feelings Prepare slips of paper with one “feeling” printed on each: surprised, excited, anxious, exhilarated, tired, ready, doubtful, angry, sorrowful, overjoyed, curious, confused, unsure, confident Prepare questions such as: How did you feel the 1st day of class? How did you feel about your 2-minute fable? How did you feel about what others said about your fable? How do you feel about storytelling? How do you feel about telling today? 3. Several people come to the front of the class, each one takes a “feeling” slip of paper. In response to a question read by the trainer they will each act out the feeling. Others in the class will try to guess what feeling is portrayed. K.S. Weddel 8/2016

Session 3 Objectives Practice telling a 4-minute story. Reflect on personal strengths and offer feedback for other storytellers. Identify elements of an effective storytelling program for elementary classrooms. Understand the purpose of “bookends” and identify examples. Review storyteller observation process and practice observing with a framework. Ask participants to read the objectives for Session 3 and prioritize their needs. What do you most want to learn how to do in this session? Check your priority objectives. Read the objectives and ask how many chose each item so that the participants are aware of group priorities. Tell participants that we’ll return to the objectives at the end of the session to see if objectives were met. Because there’s so much to cover, it would be helpful for the participants to “self-facilitate” – in other words, keep on topic. There will be ample time for questions and discussion, but if everyone respects the schedule, the objectives can be met. Thank the participants for agreeing to be conscious of time. K.S. Weddel 8/2016

Session 3 Agenda Offering Appreciations Storyteller Observations Practice telling Offering Appreciations Storyteller Observations Bookends Designing a Program In order to make the objectives happen, we’ll take part in a variety of activities. The agenda illustrates what we’ll do in the next three hours. Read through the agenda. As you can see some of our activities will be whole group, pair, and group activities. Point to the corresponding symbol. We’ll mix up our activity types so that you won’t be just listening to a lecture. There’s a lot to complete in a short amount of time. Let’s stay on task. Post the agenda on a flip chart. Use symbols for the type of activity. As activities are complete, check off the agenda item so Ps can see how far they’ve come and what’s left to cover. K.S. Weddel 8/2016

It’s Your Turn Introduce your story Tell your story Write reflections Slide 5 Introduce the story or fable. Tell the fable or story – 4 minutes Each person will answer self-evaluation questions about their own telling. In this session, 30-second appreciations will be done in writing. Participants write what storyteller skills they observed, what made the story effective. Use note paper in the back of the notebook. Be sure to include the tellers name. This feedback will be used later in the class. Trainer Note: Allow about 5-6 minutes per teller for the story and written reflections. K.S. Weddel 8/2016

Take a Break and a Breath Break 15 minutes K.S. Weddel 8/2016

How can I learn to be a storyteller? Explicit Learning Reading about storytelling Attending a class/workshop Talking about storytelling Implicit Learning Watching Observing with a purpose Slides 7-11 35-40 minutes The purpose of these five slides is to introduce the idea of observing storytellers and learning from the observations. First, talk about participant profiles. Who are the class members? Experienced storytellers Teachers who may have used storytelling in class Just wanted to volunteer to be with children and really like storytelling but no experience whatsoever Others…. Whatever our background, we ask the question, how do I learn to be a storyteller? Without getting into too much about how adults learn, we can simply introduce two terms. Children and adults learn explicitly and implicitly. Give examples of each kind of learning using the slide samples. If needed, provide more examples. K.S. Weddel 8/2016

A Story about Watching and Learning Listen Watch Learn The trainer or guest teller tells a 4-5 minute story. K.S. Weddel 8/2016

Storyteller Observations WHY watch? Enjoyment Implicit Learning WHAT to watch for? ASK: Was I engaged? Why? What great techniques did the teller use? The Story (Content) The Telling (Delivery) After the story, talk about observing using the slide. When we watch and listen to other storytellers we are doing more than just being a part of an audience. After this training, you might find yourself watching, listening, enjoying and learning from each other. The trainer then asks Ps to take out the comments that they wrote about each of the class members after they shared their stories. The trainer asks what are some of the specific storyteller skills that were observed and summarizes them on the board. For example: “good eye-contact so that everyone felt involved”, “great use of voice”, “really knows the story well”, “great audience participation” etc. When this activity is complete, the class has developed a checklist of storyteller skills. 9 K.S. Weddel 8/2016

Storyteller Observations Observation Checklist Story elements and theme Voice, Gestures, Presence Environment Compare your list with the observation checklist. We all think alike! Distribute the observation checklist. Review the parts of the checklist. Ask Ps. to work in pairs to compare items on the board with the observation checklist. Allow about 10 minutes. Elicit comparisons. Ask Ps. To complete the observation checklist on the trainer or guest teller’s story. Allow only about 5 minutes. If possible, show sample completed checklists that are completed in detail and with valuable information. K.S. Weddel 8/2016

Program of Stories Storyteller/Teacher and Program Development Storyteller/Student and Program Development Timing Classrooms – 25 to 30 minutes Nursing Homes – 30 minutes to 1 hour Library – varied Format Slides 11-14 35-40 minutes The purpose of these slides is to help participants develop a program of stories that will be delivered in K-5 classrooms. The slide can be customized depending on chapter policy regarding what kind of programs are to be delivered. The information on these slides comes from the Longmont Library Spellbinders chapter – just as an example of presentation. Describe chapter procedures for story delivery including: time frame – how long are programs (consistent from school to school) Teller’s role in answering teacher requests for themes or topics format – samples of ways to organize stories in a program K.S. Weddel 8/2016

What makes a good program? Bookends – beginning and ending a program Identify a time frame and stick to it Themes are engaging Pacing is everything Brief, concise introductions make for happy beginnings Practice makes better than the first time Review each bullet giving specific examples or explanation. Bookends gather attention and set the mood for a program. A symbol, instrument, special noise maker or a movement. Many storytellers use a “signature bookend” each time they tell so that audiences know what to expect. A bookend should take only about half a minute. Identify a time frame – along with a teacher, your schedule will be determined for a whole year. For example, the second Monday of the month from 1:00 to 1:30. Teachers and school staff plan on your commitment to be on time and to end on time. Themes – two or three stories that address the same theme help students remember key points, messages, or analogies. Also, themes can connect to the curriculum and help teachers stretch their lessons. Pacing – helps keep children interested by changing the moods, subjects, and tempos. You may want to begin with a short, faster paced story that includes audience participation. Then, follow with longer story, then a short one. Introductions – should be one or two sentences – children are thinking, “stop talking about the story…just tell it!” Practice – you’ll know the success of the program by how much practice went into it. K.S. Weddel 8/2016

Designing a Program Bookend Introduction Story 1 Transition Story 2 Provide a sample format for program design. While just one format may not be required, it’s helpful to provide a user-friendly design for Ps. who want guidance. Review the format. Provide a packet of sample programs. These can be programs designed by successful, veteran Spellbinders storytellers who used the format that is presented. Ask Ps. to work in small groups of 3. Distribute the packets (only need one per group). Ask Ps. not to write on the pages as this is a training tool. Given about 10 minutes, groups read/review the samples. After group review, ask for comments about the program content, delivery, time frame and answer questions about the process of developing a program. K.S. Weddel 8/2016

Details, Details, Details… Storyteller name Name tags Standards and Guidelines Storyteller Training Log Slide 14 10 minutes Because the next session is the last class before graduation, trainers may want to review paperwork, call for signed standards and guidelines (volunteer commitment forms) and storyteller training logs. This slide is can be used as a reminder of what needs to be completed by the next session. Here is a sample from the LLS chapter. Explain that there are a few details that need to be addressed before the last class session. Storytellers often have nick names. Choose a name for your official Spellbinders name tag by the next session. The tags will be ordered and you should receive yours along with your certificate of completion. Bring a signed copy of the Standards and Guidelines to Session #4. (see notebook). Bring the green sheet (log) to Session #4 – the trainer will sign off that your 12-hour coursework is complete. K.S. Weddel 8/2016

Homework Review Study Note #9 Design a 25 to 30-minute program that you can use in a classroom. Identify the target grade level, and theme. Include introductions, transitions, and bookends. Outline the program using the format presented or your own format. Select, learn, practice and be prepared to tell a 6-minute story without notes. Read the homework assignment emphasizing the need to practice stories without notes. Note that participants do not need to learn all the stories that they identify in their programs. The program, however, can be one designed for their first telling at a school or senior venue. We will review these programs in session 4. K.S. Weddel 8/2016

Session 3 Objectives Look Again Practice telling a 4-minute story. Reflect on personal strengths and offer feedback for other storytellers. Identify elements of an effective storytelling program for elementary classrooms. Understand the purpose of “bookends” and identify examples. Review storyteller observation process and practice observing with a framework Ask participants to read the objectives for Session 2 and reflect on how they were met. The purpose of this reflection is to bring closure to the session, to let Ps know how much was accomplished and to acknowledge learning. K.S. Weddel 8/2016

How’d we do? Take a moment to write: 3 things you learned 2 things you want to know more about 1 thing you’ll try tomorrow Participants take about 5 minutes to evaluate the session. Trainers collect the 3-2-1 activity. These statements will be emailed to Ps between session #3 and session #4. K.S. Weddel 8/2016

Thank You Thank you for coming! Check your email Questions are welcome See you next time Let participants know that the workshop is completed. Be sure that they understand they can contact the trainer between classes. K.S. Weddel 8/2016