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Storytelling Demonstrates Understanding

Their time had arrived. As the lights dimmed in our Otto-Bernstein Theatre, the astrophysicists, a mix of jitters and excitement, awaited their opportunity to share insights and stories about the workings of the universe. Which planets might support life? Is there water on Mars? What are Dwarf Planets?   

"Let's take a look at our closest neighbor, Venus," invited one presenter, before revealing that the planet - while ideal in proximity - has surface temperatures of 900 degrees F: "Imagine - standing on the surface would be like being burned alive!" 

Later that same day, in our Graham lunchroom, early 20th century immigrants of all ages from Italy, China, Ireland, Russia, among other countries, waited, with hope and determination, their turn to be interviewed for admittance to America. It wasn't going to be easy. They would be asked pointed, potentially life-altering questions by various processors. "What's that cough? It doesn't sound good," barked a health processor. "Let me see you walk a straight line forward and backward."  "So, you are a skilled manual laborer? That's good," remarked a jobs processor.  

The astrophysicists and immigrants were roles inhabited by our sixth and third graders for recent culminating storytelling activities in astronomy and American history units of study. 

The sixth graders had worked in pairs over the winter months on their investigation of the cosmos, researching their topics, and writing their original scripts while mastering the OpenSpace software that interfaces with the Digital Universe Atlas to produce space shows with vivid, breathtaking, and scientifically accurate cosmic imagery. During the same time period, the third graders assumed the experience of immigrants, investigating the many contributing factors that pushed and pulled them to America.

The two scenarios above are examples of how boys learn best. Research shows that when certain elements are employed in teaching boys, they spark boys' interest, sustain their concentration, and result in superior performance, deepening learning. Included among these factors are role play and performance/storytelling, creating products, teamwork and competition, and motor activity, all components our teachers employed in the Digital Universe unit in sixth grade science and the Immigration unit in third grade American History. The result? Highly enthusiastic boys, eager to share their knowledge through storytelling. Each day at Saint David's, our faculty apply highly effective, targeted teaching strategies that maximize boys' learning outcomes.

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