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- Telling students a story places ideas in a broader context, providing a richer understanding and creating a durable memory - we remember in context, and we forget isolated facts. When instructors tell stories, they create a link between theory (what they would like students to know) and application (how theory plays out) in a memorable way.
interactive.wharton.upenn.edu/learning-insights/value-storytelling-learning/
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Why do instructors tell stories?
Why do students tell stories?
Why should a teacher tell a story?
Why do students need a story?
What should students know about classroom stories?
Does storytelling work for all types of learners?
- Seeing is believing. There are many efforts underway to transform our educational system, but not everyone believes this type of change is important or possible.
- One real example is worth a dozen studies. Sure, there’s a time and place for academic research and reports, but there’s no better way to authentically experience what is possible than by hearing real examples from inside real classrooms and communities.
- Storytelling is an act of reflective practice. The act of sharing your own experience creates an opportunity to reflect on your own personal journey and professional practice in a way that can lead to new insights and perspectives.
- If you don’t tell your story, someone else will tell it for you. We’ve all experienced it as educators; however well-intentioned, people who never spent a day in the classroom speak on behalf of educators.
- Why tell stories in class? First, there is the age-old reason that stories break the monotony of theoretical discourse. We may want to think (or self-delude) that we are interesting teachers, but the reality is this: if the lesson runs for two or even three hours, everyone needs a break.
- Where can I get these stories? Stories can comprise anything from written texts and anecdotes to examples and experiences. Of course, one highly important criterion is that they must have relevance to the lesson/s.
- How long should each story be? The duration of a story depends primarily on the content and objective. Having said that, my stories in the classroom tend to last a maximum of two minutes each.
- Do we need props to tell stories? It really depends on the context and the desired outcome. Artefacts can increase realism and authenticity.
Sep 21, 2020 · • Why would I want to tell a story to my class? • Which stories might I tell? • What skills would I improve by learning to tell a story? How might this benefit my general teaching? • In which areas of the curriculum might I use storytelling? • Which of the techniques for learning and telling stories could I use with my class?
Apr 1, 2004 · Because listeners have their own interpretations of the point of stories, it is your responsibility as an instructor to make the message of the story clear, and draw links between the story and the abstract principles it demonstrates.
- Melanie C. Green
- 2004
Aug 12, 2021 · In both these examples, teachers use narrative elements─character and story arc─to help students see the big picture of what they are going to learn. The benefits are many and include giving students a context, the Why of the study, an active role in the quest to know more, clarity on what’s expected of them, and a reassuring reminder ...
Dec 20, 2017 · Storytelling has aspects that work for all three types. Visual learners appreciate the mental pictures storytelling evokes. Auditory learners focus on the words and the storyteller’s voice. Kinesthetic learners remember the emotional connections and feelings from the story. Stories stick.
