Listening to stories from older generations

Prep

• We recommend you to check out tool 3.3 (Listening), in preparation for the storytelling and listening activities described on this activity card. If you are in a hurry, don’t worry: below you’ll find a short description of how to do a short exercise helping learners to listen more deeply. 

Competences/activities to practice first by the teacher

• Familiarity with the concept of deep listening: The underlying idea is that when we listen deeply, we enter the conversation with a compassionate heart and curious mind. We observe, listen, and patiently let the other person share without interrupting or judging them.
• Practice tool 3.3 ‘Listening’, particularly activity 3.3.2 ‘Deep Listening to Others’. 

Steps in the activity

1. Introduction 
2. Selecting an elder 
3. Recording the story
4. Sharing the stories

Step 1: Introduction

(20 MIN. IN CLASS)

1. Introduce the concept of deep listening to the learners, as in activity 3.3.2. 
2. Invite the learners to work together in ‘telling & listening’ pairs for an exercise where each learner talks for 4 minutes without interruptions. Announce when 4 minutes have passed and tell them to switch roles. Suggestions for topics to talk about:
   1.  their favourite hobby
   2. their favourite season
   3. their favourite place in nature
   4. their favourite outdoor activity
   5. what fascinates and inspires them most in nature
3. Close the exercise by asking the learners how it felt to both tell and listen.

Step 2: Selecting an elder 

(25 MIN. IN CLASS)

1. Invite learners to identify an elder in their community. To assist them in identifying an elder, you can recommend them to think about people in their community (e.g., family members, neighbors, local celebrities…) who belong to an older generation and who they find inspiring. 
2. Optional: Invite learners to prepare a mind map individually by answering the following questions:
   1. What inspires you about those individuals? 
   2. What can we learn from older generations?
3. Invite learners to choose one elder.

Step 3: Recording a story

(AT HOME)

1. Invite learners to ask their chosen elder to share a story. The role of the learner is to listen deeply.
2. Suggest to learners that they can use the following prompts to encourage their chosen storyteller to share their story:
   1. Do you have any childhood memories of being in nature?
   2. Can you describe your connection to nature as a child and as a grown up?
   3. How has this connection changed over time?
3. Invite learners to take notes or record the story, in case they may want to write it down later. 

Step 4: Sharing the stories

(45 min. IN CLASS)

1. Do a round of sharing in the classroom where you encourage learners to retell the part of the story that resonated the most with them. You can ask learners how this part resonated with them. They can respond to this question either individually by writing, drawing or talking, or collectively by making a word map or collage together.
2. Optional: Invite one or more elders to come to your school or university and share their story with all.

Dos and Don’ts

Do

Tell the learners to remember to ask for consent for sharing the story with the group, and particularly if they will be recording anything.

Adaptations

Offer alternative communication methods. If a learner is non-verbal, prefers writing, drawing, or using AAC (augmentative and alternative communication), they can prepare written questions or visual prompts to share with their elder.

For learners who experience anxiety or social difficulties, having a familiar support person (adult or peer) during the interview or sharing phase can reduce stress.

We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging. 

References

This activity was designed by Climate Creativity. 

Thomas, M., Sorvala, L., Williams, A., Singleton, A., Maddock, C., Morgan, D., Murray, T., & Musselwhite, C. (2024). Co-creating a climate comic book: reflections on using comics in intergenerational research and engagement. Journal of Global Ageing, 1–19. https://doi.org/10.1332/29767202y2024d000000011 

Walker, C., Van Holstein, E., & Klocker, N. (2024). Young people at a crossroads: Climate solidarity through intergenerational storytelling. Geographical Research. https://doi.org/10.1111/1745-5871.12668 

Weststrate, N. M., McLean, K. C., & Fivush, R. (2024). Intergenerational Storytelling and Positive Psychosocial Development: Stories as Developmental Resources for Marginalized Groups. Personality and Social Psychology Review, 0(0). https://doi.org/10.1177/10888683241259902