Storyboarding helps convince people in business (by realistically showing what will happen)—a visual that makes simple (if created well enough) and shows the client the problem, what can be done, and what can be done to close the gap. Tiffany used the storyboards in work, not just for the class. Has to look good and be very clear. IDs selling solutions to performance gaps – knowledge, skills, or attitudes deficiencies.
The session was all about sharing about initial storyboards. I was the first one to go—which was nice, because it was like a burden off my shoulders. Mostly people commented on the design part of my initial storyboard. Tiffany commented, though, that content is more important than design for our purposes. Here’s students’ words verbatim:
- DeBorah Little: Yuri… GREAT JOB! I’ll have to start from scratch to kick my project up a notch now that I see yours!
- Terrel Hunt: agreed lol
- Jiaming: Yuri good job!
- Brittney Sykes: I agree Yuri you did a really good job!
- Alvin Cornelius III: Yea Yuri, this is a really good job. Well set up. I know how it can be when learning a language.
- Brittany Gregory: Great Job Yuri! I really like the design and layout of your storyboards
- Cameron Blake: This makes me think a little harder about my project. Thanks
- Brittany Gregory: I simply used the template that she provided so mine will definitely need some revamping
- DeBorah Little: Yuri has set the bar REAL HIGH!
Then DeBorah presented her storyboard. It was about a full-day instruction in Seattle to high schoolers. It was nicely done, she uses a lot of flipcharts—I’ve forgotten about them, they are associated with the trainings but not day-to-day lessons. In the storyboard she also evaluates her own system.
Cassia’s idea is about training bartenders—something she will do for her job in the summer. The major drawback, as she pointed, was a lot of demonstrations that went very fast—like five demonstrations in 25 minutes. It is more of an informal instruction, and 25 minutes is small. Enough activity for an instructional unit but a lot of content. Cassia used actual pictures of the bar where she will work—I found it very authentic. It’s a fast-paced environment, no days off, a 5-hour instruction period, extending from 25 min to 1 hour. Maybe a self-study (orientation) packet. Netxt step: separate 5 sessions, 1 practice session, 2 separate assessment sessions.
Brittney Sykes’ storyboard: shooting the perfect shot in basketball for middle schoolers. It wasn’t all about teaching, it’s more about the practice. But it requires some guidance. But her estimated time was June through September. There was also a narrative in the “Notes” section (she called it “background”). Cassia commented: “Being realistic in this situation is really important and I’m glad you only make the improvement expectation 65%, not everyone will be perfect in a sports environment.” I agree. Brittney also used her own photos to demonstrate what exactly needs to be done, it was powerful. But she only had 1 slide, she will add more slides for the final storyboard.
Lucas’ idea: pass rushing (defensive lineman) in football, a 4-hour unit to enhance players’ ability to effectively pass rush against an opponent. He has a big narrative in the storyboard—and a very short presentation of it in class. He used demonstration, then practice, then feedback session. He wants to enhance feedback, more two-way feedback. Lucas used funny pictures, one was a coach at SU who was shouting when giving feedback. One thing to learn something in the classroom, then take to the field in the game, then – to professional sports (transfer). He wants to incorporate a video after practice so that players can see what they’re doing in the practice. So the person comes back and sees a video of him- / herself—it makes an impact on how to correct it.
Brittany Gregory: beginner tap class in a privately owned company. Clearly layed out the performance problem. The flow is simple: warm-up (20 min), new material (20 min), choreography (20 min). It was simple and great.
Cameron: Spanish language learning for missionaries for teaching purposes. He has 140 minutes. No hands-on demonstration, practice, Cameron wants to add problem-based activities. On the debrief—the transfer element is missing. They talked about what happened, but not “what are the next steps?” ON the debrief: lead through what has happened, what they learned, what they think they need to improve upon, a few videos, other missionaries teaching where they’d critique compared to how they taught. Engage learners more with the content. Help them transfer.
Terrel: marketing side of teaching learners how to do scheduling. Audience: athletes, artists, actors. Outcomes of the instruction: successful ways to do cold calls. It’s very complicated, grab a person’s attention instantly. He didn’t have a storyboard, he narrated it.
Jiaming: a 3-session mind map workshop. Warm-up, presentation, assignment. Content isn’t relevant to the workshop, little interaction between students, also between students and the teacher. To improve: more relevant for teachers, interaction between everybody. First, people need to know each other in the beginning. Then clarify objectives. There was little use of technology either.
Alvin and Yunkai didn’t have their storyboards. And I unfortunately was a bit tired to be focused on what they were saying. It is much easier to focus when there’s visual simulation. Overall more social interaction, guidelines, clear outcomes, feedback, assessment.
What did I learn in this debrief? Listen to everyone present, feedback of others stimulated my thinking. I want to incorporate different elements from other presentations. Skills that I learn here, I can use anywhere. A lot of opportunity for entrepreneurship.