In a classroom alive with color, laughter and collaboration, teacher candidates in the College of Education at PSU stepped into a new kind of learning experience this fall — one where imagination and inquiry intertwined. Over two immersive days, 70 students pursuing either a bachelor’s or master’s degree in elementary education became both learners and teachers as they built classrooms, characters and community through a narrative approach known as Storyline.
“Storyline offers a dynamic way for teacher candidates to engage in creative, critical and reflective thinking,” says Olivia Murray, professor of practice, who led the intensive for students in her ITP 470/570 Curriculum Design course.
“It’s a structured, student-centered approach that taps into the human capacity for storytelling to make learning more meaningful and memorable.”
Originating in Scotland, the Storyline Method uses narrative as the backbone of curriculum design. Each “episode” of the story invites learners to create, problem-solve and reflect — not just on academic content, but on the relationships and contexts that give learning purpose.
For these teachers-in-training, this meant stepping into the shoes of educators creating their own dream classrooms.
Designing the Ideal Classroom
On day one, students were invited to imagine that Portland State was opening an on-site lab school. Their task: to design inclusive and innovative classrooms that would serve elementary students in ways that reflect PSU’s values of equity and community.
Working in small teams, they brainstormed and sketched ideas before building miniature classroom models out of shoeboxes and craft supplies. The room buzzed with excitement as groups debated the details — flexible seating, sensory corners, multilingual signs — every element intentional and symbolic.
After their classrooms were built, homework was assigned. Each student was asked to create a “storyline character” — in this case a fictional teacher who would lead their classroom. The exercise deepened empathy and understanding, prompting participants to consider diverse needs and perspectives.
“I really enjoyed learning and participating in the Storyline process,” says Kiki Cox, a first-year graduate student. “By constructing the narrative we were able to think of different scenarios and problem-solve through any challenges that may arise. Through these scenarios, we created multiple different learning opportunities that could someday be used in our own classrooms.”
Stepping Into the Story
Day two brought new layers to the experience. Teacher candidates — again armed with scissors, glue sticks and construction paper — created visual representations of the students and teachers who would inhabit their newly built classrooms. They explored what qualities, knowledge and dispositions define effective teaching, and how those show up in daily classroom life.
Then came the plot twists in their shared narrative: a series of challenges that tested their fictional school community.
A hate-driven act of vandalism temporarily shut down the school, forcing them to grapple with how educators can lead restorative, community-based responses. Just as they resolved this crisis, a teacher strike loomed — prompting conversations about advocacy, solidarity and the ethics of collective action.
Murray explains that while Storyline provides structure, it also allows for deep exploration and creative freedom. It offers a framework that encourages learners to think critically, take ownership of their ideas and respond authentically to new situations.
Through dialogue, art, writing and performance, PSU teacher candidates navigated each episode together, ultimately reopening their fictional school with a sense of renewed purpose. They reflected on what it means to build not just classrooms, but communities grounded in justice, care and creativity.