Issue link: http://educator.cta.org/i/1525262
for an end user (the audience) that strives to solve a problem ( understanding of a topic). Recently, a story produced by one of my journalism students addressed an intersection in our community where drivers con- sistently ran stop signs. Once the story was published on our YouTube and Instagram accounts, local police took notice and placed an officer at the intersection to issue tickets. Who knows whose life was saved or bodily injury avoided because of this student's work. In examples like the "intersection" project, curiosity and pur- pose drive the learning, not the threat of grades. In this case, my student set a goal to make a difference by solving what he thought was a real problem through learning and sharing knowl- edge. And for these reasons, he had no motivation to cheat. Why digital stories in the classroom The concepts, facts and skills from our curriculum always remain central to digital story assignments. But the process of creating stories also helps students develop the mindset and workflow they need to thrive in the future. is includes learn- ing how to ask good questions, fostering healthy collaborative relationships, discovering how to give and receive feedback, understanding the importance of context, and most impor- tantly, embracing wonder and curiosity as a strength. It's time to move past the misperception of project-based learning experiences like nonfiction storytelling as a lower form of learning than traditional assignments. Rigor and hard work can be synonymous with passion and purpose — we can and should enjoy working hard to achieve goals that are meaningful and for causes we care about. is is really the most important lesson we need to teach our students. Michael Hernandez is an award-winning educator — including LA County Teacher of the Year — best-selling author and international speaker. A member of Manhattan Beach Unified Teachers Assn., he teaches high school cinema and broadcast journalism. e original version of this article first appeared in Educational Leadership, Volume 81, Number 4. Copyright © 2023 ASCD. Storytelling, Continued from Page 44 The NEA Foundation's Global Learning Fellowship Class for 2025 includes three CTA members: • Anthony Segura, a Pre-K Special Education educator and member of San Jacinto Teachers Association; • Jinhui Yu, a third grade educator and member of Sacramento City Teachers Association; • Michelle Lo, a high school mathematics/computer science educator and member of United Teachers Los Angeles. The Global Learning Fellowship is a yearlong program. It is designed to enhance educators' knowledge and skills to integrate global competency into daily classroom instruction, advocate for global competencies in their schools and districts, and help students thrive in an increasingly interconnected world. Fellows are engaged in online coursework, webinars, reading and reflection, a two-day professional development conference and an international field study. Upon completion of the program, the fellows become members of an active, 500+ person alumni group that supports continued growth and leadership. The Fellowship is a competitive program, and all applications are reviewed by educators. For more information, including application details and guidance, visit neafoundation.org/educator-grants-and-fellowships. CTA's Global Learning Fellows 45 A U G U S T / S E P T E M B E R 2 0 24 T