One major component of storylines in my classroom is an initial model. Once students are introduced to the unit phenomenon (the thing we’re going to spend the unit trying to figure out), they are asked to create a model that shows their initial thinking. Typically, I have had students do this in groups, creating large models to share with the class in a gallery walk. What I realized as I read Mary’s book is that there is a benefit in having students create this model in a notebook that they will use daily to capture their thinking. This will allow them later to reflect on their initial ideas and see how their thinking has developed. Their individual models can be shared in small groups, and the groups can develop ideas together that all may choose to add to their own initial models.
I have typically asked students to create their model using images and arrows, adding text to clarify things that are not easily apparent in the visuals. What I’ve now realized is that there’s power in having students do some expressive writing (see this blog post for reference of expressive writing) to discover what they think either before or during the model creation. Going forward, I plan to encourage students to use both text and images to create their initial models.
Another feature of the storyline approach is the Incremental Modeling Tracker (IMT). This is a tool that helps students track their learning across the unit and apply that learning by modifying their models. I have not yet been successful in implementing this. At the end of a lesson, I’m usually rushing to wrap things up before class ends. I’ve also been using the IMT as a digital document which makes it hard for students to add sketches of the additions they want to make to their model. After reading Mary’s Reflective Question Framework for Adaptation (starts on page 70 if you’re following along at home), I’m convinced I can make the IMT work by making it a What? So What? Now What? writing assignment in the notebook that students will use daily. Taking it from the digital world into the students’ notebooks is key, I think. Students can reflect on what they learned, what implications it has on their model (so what), and then, in true storyline fashion, answer "Now what?" to help decide where the investigation goes next. They also have their modified IMT in the same notebook as their initial model. They can use the IMT to make incremental improvements to their actual initial model, or just keep a record of the changes they need to make when they create their final model.