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Scots’ Vision
“They've Walked in Our Shoes”
The Power of Old Boys' Stories to Develop Character in Year 5 Boys
Elisabeth Smith and Duncan Kendall
The Scots College
Scots Vision They've Walked in Our Shoes The Power of Old Boys' - - PowerPoint PPT Presentation
Scots Vision They've Walked in Our Shoes The Power of Old Boys' - - PowerPoint PPT Presentation
Scots Vision They've Walked in Our Shoes The Power of Old Boys' Stories to Develop Character in Year 5 Boys Elisabeth Smith and Duncan Kendall The Scots College Scots College, Sydney 8 campuses 2,031 students 260 boarders 365
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8 campuses 2,031 students 260 boarders 365 staff Scots College, Sydney
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- Narrative structures are sought out by the human brain. Stories help us absorb
information and connect it with personal experiences. (Juliani, 2017)
- Narratives are the vehicle by which humans gives meaning to their personal
- actions. (Polkinghorne, 1988)
- Storytelling creates a sense of community and camaraderie where values and
attitudes can be shared. (Haven, 1970)
- Individuals develop character when they ‘author’ their own personal stories
involving morality. (Tappan & Brown, 1989)
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Early Learning Centre Poster Junior Preparatory Poster Senior Preparatory - Fine Scots Boy Poster
A Fine Scots Boy Positive Behaviour Plan
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Fine Scots Boy Time
FINE SCOTS BOY
COURAGE
Nick Vujicic
What does courage mean? What was one way in which Nick has demons trated courage in his own life? What was one way in which the video encouraged me t
- be courageous?
What is one way I can be courageous at school? What impact might this have on myself and others?
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“A boy does not naturally become a gentleman - by which I mean a man who is courteous, kind and unselfish. That behaviour is not hardwired. It has to be taught.” (Sax, 2007)
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A Fine Scots Boy
Utinam Patribus Nostris Digni Simus 'May we be worthy of our forefathers'
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‘How might the shared stories of Scots Old Boys impact Year 5 boys’ understanding of the qualities
- f a Fine Scots Boy?’
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Compassion Faith Courage Integrity
Our Old Boys
“a community of camaraderie: engaging across the College community to strengthen
- ur connection to the past and the future.
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Fire Side Chat
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Coding and categorising of themes Polyangulation of data
The Likert Scale (quantitative) Exit ticket – ‘I use to think…Now I think’ (qualitative) Transcribed ‘fireside chat’ videos (qualitative) Transcribed semi- structured exit interviews (qualitative)
Collecting Data
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Step 1 - Attribute Step 2 - Likert Scale Pre-Test Step 3 - Alumni Presentation Step 4 - Fireside Chat Step 5 - Exit Slip Step 6 - Exit Interview
The Action
4 sessions run over a term
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The qualities of a ‘Fine Scots Boy’ were personalised What did we find out?
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What did we find out?
- Changed from being an abstract idea, to being lived out in a
physical example The qualities of a ‘Fine Scots Boy’ were personalised
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The qualities became meaningful to boys
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What did we find out?
- It mattered what they did with this knowledge
- Learnt the significance of the qualities to their own lives
- Asked for guidance and wisdom from the Old Boys
The qualities became meaningful to boys
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The qualities could be clearly communicated by students, ‘performing’ them through their own shared stories.
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What did we find out?
- Understanding revealed through performances that explain
how things work, what they imply, where they connect, and why they happened” (Wiggins & McTighe, 1998).
- Confidence articulating why the attributes were important
and how to apply them to their lives. The qualities could be clearly communicated by students, ‘performing’ them through their own shared stories.
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Sharing stories created a shared experience and connected community
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Sharing stories created a shared experience and connected community
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What did we find out?
- The Old Boys and Year 5 students shared experience and
community of camaraderie.
- A mentoring relationship was created, each learning from
the other. Sharing stories created a shared experience and connected community
“a community of camaraderie: engaging across the College community to strengthen our connection to the past and the future.
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Implications for Us
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Implications for You
“A boy does not naturally become a gentleman - by which I mean a man who is courteous, kind and unselfish. That behaviour is not hardwired. It has to be taught.” (Sax, 2007)
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