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CHAPTER II IMPLEMENTING STORYTELLING IN THE CLASSROOM
2.1 Techniques and methods of incorporating storytelling in various subjects
Challenges, as well as their interests and motivations. This allows learners to connect with the character on an emotional level, seeing parts of themselves in the protagonist’s story. Example: Describe how the protagonist feels overwhelmed at times, balancing work and personal life, yet finds innovative ways to manage stress and increase productivity. Ignite Curiosity: Start the story with the protagonist unaware of the journey they are about to embark on. Let them—and by extension, the learner—figure things out as the story unfolds. Example: The protagonist is presented with a new project at work, the likes of which they’ve never handled before. As the course progresses, they learn new skills and strategies, mirroring the learning journey of your audience. Introduce Crises: Don’t shy away from putting your protagonist in tough situations. Your learners won’t be able to remain indifferent to the character's problems, especially if they see themselves in the protagonist’s shoes. These moments of crisis also spike curiosity, as learners will be eager to see how the character overcomes these challenges.Example: The protagonist faces a major project setback. Use this scenario to teach problem-solving and crisis management skills.Direct Address: Have the protagonist speak directly to the learners, posing and answering questions related to the course topic. This creates a more immersive and engaging learning experience.Example: The protagonist turns to the camera and asks the learner, “What would you do in this situation?” followed by a discussion on possible solutions.
Personalize the Information: Ensure the events and situations in the story reflect the learners' reality. This creates a stronger connection and makes the learning experience more relatable and effective.
Storytelling is a powerful method of communication. It offers people the opportunity to connect to, relate to, or see the world from someone else’s perspective. Stories provoke our emotions. They can make us laugh, cry, feel afraid, get angry, think, and dream. Following a character on a journey of exploration, empathizing with the character’s problem, yearning for a solution, and reveling in the outcome helps to shape our mental state.
There are ways to bring storytelling into the classroom at any age level. Here are some suggestions: Example: If your learners are primarily working in a corporate environment, ensure the protagonist’s journey mirrors that setting and the associated challengesThere are a number of reasons why storytelling is so effective in eLearning. Not only does it help to motivate learners and create a more immersive experience, but it also allows them to feel more emotionally connected to the subject matter. The trouble is that converting can be challenging, especially your content and topics using a storytelling strategy if you want to get maximum results from your efforts. Fortunately, there are several storytelling in eLearning tips and tricks that can help you to entertain and to educate your eLearning audiences with carefully craftedstories.
Storytelling is a powerful method of communication. It offers people the opportunity to connect to, relate to, or see the world from someone else’s perspective. Stories provoke our emotions. They can make us laugh, cry, feel afraid, get angry, think, and dream. Following a character on a journey of exploration, empathizing with the character’s problem, yearning for a solution, and reveling in the outcome helps to shape our mental state.There are ways to bring storytelling into the classroom at any age level.
The power of stories has been recognized for centuries, and even today, in Hollywood and beyond, storytelling is a multi-million dollar business. Stories are a natural mode of thinking; before our formal education begins, we are already learning from Aesop's fables, fairy tales, or family history. Indeed, some researchers have even claimed that all knowledge comes in the form of stories.Although this strong claim has been questioned, it is generally agreed that stories are a powerful structure for organizing and transmitting information, and for creating meaning in our lives and environments.
In essence, a narrative account requires a story that raises unanswered questions or unresolved conflicts; characters may encounter and then resolve a crisis or crises. A story line, with a beginning, middle and end, is identifiable. In Bruner's words, " deals in human or human-like intention and action and the vicissitudes and consequences that mark their course. It strives to put its timeless miracles into the particulars of experience and to locate the experience in time and place. Stories can bring abstract principles to life by giving them concrete form. We cannot always give students direct experience with psychological concepts, but stories might come close. A story tends to have more depth than a simple example. A story tells about some event - some particular individuals, and something that happens to them. Stories engage our thinking, our emotions, and can even lead to the creation of mental imagery.Individuals listening to stories react to them almost automatically, participating, in a sense, in the action of the narrative.Bringing all of these systems to bear on the material in your course helps student learning. Students are awake, following along, wanting to find out what happens next and how the story ends. Bruner has contrasted the paradigmatic (logical, scientific) and narrative modes of thinking, but these modes need not be mutually exclusive in the classroom.
Stories can serve multiple functions in the classroom, including sparking student interest, aiding the flow of lectures, making material memorable, overcoming student resistance or anxiety, and building rapport between the instructor and the students, or among students themselves.
As an instructor, you can capitalize on the inherent narrative structure of research as the quest for knowledge. Science is the process of solving mysteries; in fact, writers of journal articles are often advised to make their findings into "a good story." Psychologists often start out by confronting an intriguing problem. For example, why are bicycle riders faster when they are racing against another person than going around the track by themselves? Researchers also encounter and overcome various obstacles in their quest to understand a phenomenon. For example, when researchers tried to replicate social facilitation effects, sometimes the presence of others improved performance, and other times it harmed performance. Why would that be? Take advantage of the suspense that this chain of events can create. Telling the story of how researchers became interested in a particular issue, without immediately providing the resolution, will motivate your class to think of their own approaches to solving the problem. They can share in the sense of discovery. Understanding the process of solving a research problem can generate excitement, as well as an increased appreciation for the "detective work" involved in psychology.
Characters are an important element of any tale, and indeed, stories can also make material concrete and memorable by putting a human (or animal) face on theories and issues. Students may remember the peril of H. M., the patient who could not form new memories, long after they have forgotten other details of brain anatomy or memory research. They may have a vivid mental image of Harry Harlow's orphaned monkeys interacting with cloth or wire "mothers." If they remember the concrete elements of the story, they may then be able to reconstruct the abstract lessons illustrated by the story. Furthermore, listeners may identify with the protagonists of your stories, and thus might be better able to relate course material to their own lives. Making the material personally relevant can lead to increased thinking about the material and a greater ability to apply the new knowledge.
Similarly, giving some background about the researchers who developed particular theories can help engage student interest by humanizing the research process, and may even provide role models for students who may be interested in pursing research themselves. (This approach can be used to excellent effect in history of psychology courses.) Stories can convey the passion, enthusiasm, and curiosity of the researchers. Sometimes psychological research can seem divorced from the real world, but in the process of developing his theories about compliance, Cialdini actually went through training programs to becomes a salesman of encyclopedias, dance lessons, and the like. He also went "on the inside" as a particiapnt-observer to study advertising, public relations, and fundraising agencies to learn about their techniques. Students studying social influence love to hear about Cialdini immersing himself in the world of compliance professionals. Coherence is the hallmark of a good narrative. Remembering a list of isolated concepts and definitions is difficult, but recalling the flow of a research story may be easier for students. As mentioned above, stories may also help create vivid mental images, another cue for recall. Because stories provide natural connections between events and concepts, mentioning one part of the story may help evoke the other parts of the story, just as hearing one bar of a familiar tune may bring the entire song to mind.
Stories are a Familiar and Accessible Form of Sharing Information
Some students may be intimidated by abstract concepts, or may doubt their ability to master or understand the material. A story may provide a non-threatening way to ease students into learning. A narrative opening may seem simple and straightforward, allowing students to relax and grasp a concrete example before moving into more technical details of a theory or finding. Sometimes stories can even be about the learning process; tales of previous students who struggled but then succeeded might serve as inspiration for current students. (It probably goes without saying that telling stories that mock or disparage previous students may do more harm than good.)
Telling a Story From Experience Can Create a More Personal Student-Teacher Connection.This rapport can lead to a positive classroom climate. Perhaps you are a clinical psychologist who has seen a patient with a particularly compelling presentation of the disorder you're discussing in class. Or maybe you're a social psychologist who has had your own brush with bystander intervention and diffusion of responsibility. Sharing these experiences gives the class a new tone, and makes the subject come alive. As long as every class session isn't another chapter from your autobiography, students enjoy seeing a glimpse of the human side of their professors. As an added benefit, in discussion classes, providing this kind of opening may inspire reciprocity and help create an atmosphere where students are more willing to share their opinions and experiences. There are a wealth of sources for teachable stories - current events, history, television programs, classic literature or drama, and personal experience (your own and others). Some instructors find it useful to have a folder or notebook for teaching stories; make a habit of clipping relevant newspaper stories, or making notes about events that are perfect illustrations of some psychological concept that appears in your course. These don't have to be current events to capture student interest: A colleague uses a scene from the book Killer Angels, about the Battle of Gettysburg, to demonstrate the power of perception over reality. In the book, the Confederate General Longstreet is portrayed as sitting calmly before the battle. A foreign journalist infers that he is composing himself, thinking of strategy and so forth. In reality, he is weeping, knowing his men will die because he asks them to, knowing what the day will bring. And remember, research results need to be true, but stories do not. Do not be afraid to use stories from fiction, especially well-known fiction. For instance, the children's story "The Emperor's New Clothes" demonstrates social influence principles; the interactions between Iago, Othello, and Desdemona in Shakespeare's play Othello provide a powerful illustration of the importance of perceptions over objective reality.
Think about common experiences that your students have likely had - stories about leaving home, dealing with roommates, handling relationships, and the like may be especially relevant to a college-age audience. The case study method, frequently used in business schools, is a popular means of introducing stories into the classroom. Cases typically set up a problem by giving background information about a situation (for example, the history of a company), and end with a current dilemma faced by an individual or organization. They are often designed to illustrate a particular point or demonstrate certain analytic procedures. Students are encouraged to generate possible solutions and consider the consequences of those solutions. This method encourages active learning, and in essence, puts students in the role of writing the ending to the story. A related method (which can be more or less narrative in form) is role-playing, where students actively create or take part in a mini-drama in the classroom. McKeachie (1999) gives the example of students taking the perspective of Freud or Skinner in responding to a treatment situation. Role-playing is another means of merging the power of stories with the benefits of active learning. Stories may also be integrated with technology. You may be able to locate computer-based or interactive stories that relate to your course content. (If you are programming-savvy or have time on your hands, you may even be able to develop these kinds of applications.) Teaching Web sites can also be rich sources of stories. And you don't always have to be the storyteller; films and Web sites may also be effective means of delivering psychology's stories.