Resources for Teachers

Training documents and materials

Digital Storytelling Laboratories

Why teachers use them: to support class to overcome or prevent stereotypes.
How they work: to involve the class with a powerful tool for reflections.
What teachers expect: awareness, a Critical Thinking approach and the opportunity to spread stories online.

STEP A
Prepare the Canvas with the main elements.

STEP B
Invite students to write a story, using only some of the boxes.

STEP C
Share the “questions” in the box related to critical thinking and invite students to write a new story.

STEP D
Share the reflections on stereotype and the new story online to reach a bigger audience.

This activity is important for the teacher to:

  • Focus the goal to achieve and the kind of stereotype: are there any situation/relationships/discussions in which gender stereotypes are already seen?
  • Design the process of the activity: time (how long is the lab, it’s an in-class activity or not).
  • Collect all the information to give to the class to let them start with the writing lab. How many details the teacher wants to give to the students is related to her/his own evaluation.
  • List the potential critical thinking questions to support the class to overcome the gender stereotypes.

 

DIOGENES-Storytelling-Canvas_sample

 

 

How to

These videos will introduce you to our main topics

Brand Storytelling

 

 

1. General Goal

What do you want to achieve with this activity in your context (school/class/or…).

1. The box General goal

Here the focus in on the stereotype: what kind of stereotype, in which kind of situation it happens. So this is the reason why we want to use this kind of laboratory.

Critical Thinking and Diogenes
Few notes for teachers regarding the Digital Storytelling Laboratory

 

 

2. Key message related to a stereotype/behaviour

What’s the most important element related to a stereotype/behaviour you want to underline with the story

2. The key message

This box underlines the most relevant elements the teacher expects students will learn from the activity.

Gender Stereotypes and education
This video is focused on the Brand Storytelling (Critical thinking approach – The topic related to the Gender Stereotypes) as applied in the project activities.

 

 

3. Image (or images)

Think about one (or more) symbol/metaphor/image for the Key Message, to help you to describe/share your story with others online.

3. The Metaphor

Here is a symbolic representation of the Key Message.

 

 

4. Scenario

What’s the situation.

4 to 7

From 4 to 7.
The main topic of the story related on a stereotype to overcome: scenario, heroes, challenges and reward.

5. Main Characters

What’s the most important element related to a stereotype/behaviour you want to underline with the story
Describe the main characters and their way of thinking/act.

6. Challenges 

What about the adventures of the characters.

7. Reward

What are the most relevant achievements/changes characters could reach.

 

 

8. Reflections/Critical thinking

What are the most relevant points of attention to boost a critical thinking.

8. The Reflections/Critical thinking

This box gives the possibility to help guys with some “critical thinking questions” to reflect and rethink about what they have already done. The aim is to overwrite the first version of the story.

Online sources
Following these pages you will have a deepen understanding of the elements related to the critical thinking process. This is the most challenging part of our activities and we hope this website could be helpful for your work.

 

 

9. Digital Sharing

How the story will be presented (writings/video/drawings/comics…) and digital channels to share it.

9. Digital sharing

This box is focused on the process to share the story created in a digital way: blog, social network, newsletter…