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 Reapplied CAT interactive storytelling techniques with new storybooks.

Teachers worked together to develop additional stories and skills that they could take back to their classrooms. In the process, they also developed the shared trust, support and dialogue essential to the growth of the community as a whole.

One highlight was the “Instant Lab.” Participants were given five minutes to scan a new story book and share back how they would utilize their storytelling skills to create an interactive experience for their students. Other teachers in the group helped coach the process, demonstrating a successful skill transfer from CAT actor teachers to early childhood educators.

An “Aha!” moment for one teacher during this year’s cross-site gathering was when a Chinese speaking teacher presented her interactive storytelling – entirely in Chinese! Her storytelling was so vivid that everyone in the room understood the story. The experience gave all of the teachers an opportunity to reflect on their practice and appreciate the challenges that their ELL students face, giving them a deeper understanding of how these interactive techniques can help engage all of their students.

This was an opportunity for teachers to get acquainted with new stories while collaborating with their peers. Networking of this kind has a lasting effect on educators and their students because the opportunity for discussion with other educators opens more avenues for learning.

PROGRAM OUTCOMES Professional Development Workshops

Teacher feedback demonstrates that this year’s professional development series had as profound an effect on participating educators. At least 90% of teachers reported that the workshops improved their ability to utilize dramatic techniques for interactive storytelling. These skills are used to transform traditional read- alouds into engaging learning experiences for young students.

2011-12 Final Report CAT - NYC DOE OECE – Interactive Storytelling Professional Development

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