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There is also research that highlights how visual literacy can enhance problem-solving by encouraging students to integrate textual and visual information according to Lee and Khadka. For example, assignments like digital storytelling or visual presentations can help improve creativity and critical thinking skills. [12]
A presentation program is commonly used to generate the presentation content, some of which also allow presentations to be developed collaboratively, e.g. using the Internet by geographically disparate collaborators. Presentation viewers can be used to combine content from different sources into one presentation.
Narration accompanied by subtitles can also help build vocabulary. Content-related digital stories can help upper-elementary and middle-school students understand abstract or layered concepts. For example, in one 5th grade class a teacher used digital storytelling to depict the anatomy of the eye and describe its relationship to a camera.
A typical PechaKucha Night includes 8 to 14 presentations. Organizers in some cities have customized their own format. For example, in Groningen, Netherlands, two six-minute, 40-second presentation slots are given to a live band, and the final 20 seconds of each presentation includes an immediate critique of the presentation by the host's ...
In a Waldorf elementary school, the approximately two-hour-long main lesson "ties one topic to as many disciplines as possible". [3] The main lesson is not taught from a textbook. The teacher will draw one colored chalk drawing on the board to introduce the theme or subject.
[2] [131] [132] For early childhood and elementary school teachers, the training includes considerable artistic work in storytelling, movement, painting, music, and handwork. [133] Waldorf teacher education includes social–emotional development as "an integral and central element", which is unusual for teacher trainings. [134]
Storytelling is also used as a means by which to precipitate psychological and social change in the practice of transformative arts. [13] [14] [15] Some people also make a case for different narrative forms being classified as storytelling in the contemporary world. For example, digital storytelling, online and dice-and-paper-based role-playing ...
Teaching Proficiency through Reading and Storytelling (TPR Storytelling or TPRS) was developed by Blaine Ray, a language teacher in California, in the 1990s. At first it was an offshoot of Total Physical Response that also included storytelling, but it has evolved into a method in its own right and has gained a large following among teachers ...