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Analysis of the Good Practices In this chapter we discuss twenty-two reflections on good practices we have gathered. We first describe the activities within each good practice. Next we discuss some emerging patterns: target audience, nationality, the European dimension, the link to the European key competences, the importance of a storyteller, choice of stories, evaluation and the difference between oral and digital storytelling. We continue linking teacher’s feedback to learning outcomes. Finally we pose two sets of questions. The first questions deal with the adoption of storytelling in class whereas the second group of queries link digital storytelling in a wide variety of formats to new educational needs.

Reflections Twenty-Two Good Practices of Storytelling in the Classroom Every teacher uses storytelling yet there are not many references in national curricula about how to use it. From our survey we also understand that both teachers and storytellers find it hard to explain the educational rationale behind storytelling in the classroom. We therefore devised an in-depth questionnaire asking teachers to reflect upon their storytelling praxis. However, gathering these descriptions proved to be more of a challenge than we had expected. Most teachers were excited about the TALES project and agreed storytelling is a powerful tool for learning but when asked to write down their own good practice, quite a few hesitated. So most good practices are what teachers have written themselves; for others we resorted to Skype interviews, conversations in a bus and in corridors when international classes were going on. These are the good examples we have collected.

Index of the Good Practices Of Storydragons, Silvernoses and Bookworms PHSt – Austria

p.50

Spielstadt – Jeuville – Playcity – Austria

p.52

Storytelling Festival in Primary School UCLL – Belgium

p. 54

Making Digital Stories with MS PowerPoint or MS Movie Maker – UCLL – Belgium

p. 55

What Does the Teacher Say? – UCLL – Belgium p. 56 Of Cuberdons, Belgian Waffles, Beer and Meatballs from Liege – UCLL – Belgium

p. 57

Is There a Moocy Way? – UCLL – Belgium

p. 58

Researched and Imaginary Story on a Longitude Denmark p. 59 Legend of the White Lady – Estonia

p. 60

Under the Same Sky: My Food Is Your Food POLIMI – Italy

p. 62

Bella, Buona e Solidale (Beautiful, good and responsible) – POLIMI – Italy

p. 64

Bones Don’t Lie – POLIMI – Italy

p. 66

“Storytelling Theater”, Halden Upper Secondary School – Norway

p. 68

Storytelling School in Skedsmo, with Marianne Sundal and Lise Grimnes – Norway p. 69 Polish-French Dragon Hunt – Poland

p. 71

European Tales Day – Poland

p. 72

Story House (Casa das Histórias) – Chapitô in a partnership with the Ministry of Justice Institute for Social Reinsertion – Portugal

p. 74

The Collection Bag – Portugal

p. 76

Time Capsule – Spain

p. 77

Dragons and Monsters –Sweden

p. 78

Multi Lingual Digital Story Telling Peace School London - United Kingdom

p. 79

Primary Languages Storybox Project with Goldsmiths PGCE Primary Course The Languages Company – UK

p. 80

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TALES manual - English version  
TALES manual - English version  
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