Improving the World, One Story at a Time

I can’t say thank you enough for your visit to our campus. My mind is still blown. There was so much truth to your workshop! You really brought the humanity out in all of us. There were people in that room who would never have spoken to me had we not formed our village. It is clear that we have a long way to go, but this workshop is reassuring about the path we can take to get there!

REUBEN FALOUGHI
Counseling Psychology Doctoral Student
University of Missouri-Columbia

Drew was able to engage all attendees, regardless of age, gender, ethnicity or culture with his humor, energy and methodology. The inspirational life of Anne Frank, the universality of story and personal experience, combined with Drew’s innovative and compelling teaching strategies, captured the hearts and imaginations of our school and helped us understand that we, as individuals and as a collective learning community, are all a part of the profound human narrative of the world.

AMY McKELVY
Founder and Teacher
Woodland Star School, Kenya)

Story-Based Learning gives teachers an opportunity to guide students in their learning in ways that are intuitive, engaging, and the way most teachers dream of teaching in their classrooms. Seventh and eighth grade English teacher Mariah Gower [said the] SBL strategies she has started to implement have transformed her classroom environment: “My students know they are free to speak their mind, build off each other’s ideas, and enter a safe, creative space when they come to class.

SHAWN SIDDALL
Middle School House Principal
West Buffalo Charter School

Your presentation was engaging, interactive, and it offered our students a different lens in which to view the atrocities of genocide. You addressed “the role of the bystanders.” During our 5 weeks studying genocide, we have read several scholarly articles and watched several videos. However, we rarely discussed the bystanders and the power in which this group has. Thank you for bringing our study on genocide full circle.

DANIELLE WOMACK
English Teacher, International Prep #198

One of the most enduring parts of the Anne Frank Project training in storytelling and devised theater was the circle up routine Drew taught me. It's astounding how difficult this simple activity can be for teenagers and even adults. But the work is essential to the spirit and substance of how we move forward as a village. AFP taught me how to re-connect with a community in a way that costs nothing except our sustained attention to seeing each other in a circle as equals again.

ANTHONY K. SEDUN
Executive Director
The Life Writes Project

What struck me as truly remarkable about the work of the Anne Frank Project is its ability to resonate across the full spectrum of humanity we encountered—from the child of a UN diplomat to a venerable Maasai elder. The delivery in each workshop was quite different but the message was the same... and so were the results. In every case, I saw for the first time the hearts of people I have worked with for many years. As community was built and stifled voices were heard, we understood each other far better than we did before. What could be more important than that?

SEAN ANDERSON
Director of Edutours Africa
Chairman of Mara Naboisho Conservancy

The focus on the students' story or the groups' story is powerful. There is a sense of ownership and accountability for the teacher and the students. It brings caring back into the classroom because they all share in the class story and who doesn't like a good story. These activities create immediate engagement. Movement activates the mind. When you feel like you are in a community (village) and you are connected to each others' story, the door to learning and discovery bursts open because you feel safe.

SIENNA BURNS
Head Teacher at Woodland Star School
Kenya

The biggest impression Prof. Drew left on me through his workshops is the simple yet profound message that everyone matters and every story matters and can make a difference if it is told. Working with children who have been rejected, neglected, abandoned, abused, I’m not sure anyone had ever said something like that to them. Watching them become confident, united, enthusiastic and respectful children throughout the workshop was beautiful to see—a big change in a very short time. I strongly feel this tool can go a long way in bringing healing to broken children and purpose to their stories.

TESNI ANDERSON
Limuru Childrens Centre
Kenya

Story-Based Learning is not only the best way to promote competence based curriculum but the only way Rwandans can easily implement effectively competence based curriculum. I strongly believe that once Africans in general—and Rwandans in particular—own this program, this can transform our continent.

BISENGI GILBERT
Coordinator, Special Curriculum
Wellspring Education Foundation
Kigali, Rwanda

Hosting the delegation has turned out to be a life changing experience for me… The delegates worked with Rwandan academic staff, teachers and students to demonstrate for them how incorporating drama into their teaching model could help students develop skills for conflict resolution, research purposes, community building and critical thinking. The response from both the teachers and students was overwhelmingly positive and enthusiastic.

MELISSA LESAGE
Global Engagement Institute

Before Story-Based Learning, in our classes, students were very passive and… quiet, and when you ask a ques:on, they fear to respond. But after story-based learning, they are active, they are participating, they are motivated... They are affected positively, if I can say, and they work together with the teacher. After story-based learning, the teaching process and the learning process is very perfect.

REMY PAUL