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2.2 Examples of successful storytelling approaches in education


Telling stories in class.The lecture itself may be structured as a narrative, or a story can simply be an illustration of a key point. Taking advantage of the natural drama of research stories can help the pacing and flow of your lectures. Imagine yourself as a storyteller, perhaps with your students gathered around a campfire. Rather than marching through the material, fact by fact, you can add storytelling flourishes. Let the suspense build - pause for a moment before revealing the results of the study, to draw in students' attention. Stories can also be a natural way to introduce humor into your lecture. One way to learn about how to tell a story is to listen to master storytellers at work. National Public Radio provides some wonderful examples: Garrison Keillor, for instance, enthralls thousands of people each week with his tales of Lake Wobegon. You may also know people in your own life - relatives, friends, and colleagues - who can spin a marvelous tale. Take note of how they involve their audience, and use those techniques as you develop your own style. Do they pause at key places? What information do they give early on to draw listeners in, and how do they maintain suspense? Do they bring characters to life with vivid descriptions or unique voices? Just as you develop your own style of teaching, so too can you develop your own style of storytelling that draws on role models, but fits your own personality. As with any example, a story should be a clear illustration of the principle you're trying to demonstrate. 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. Beginning students, especially, may not be able to make these connections on their own, or they may remember peripheral aspects of the story rather than the main point. Students should be aware that classroom stories are part of the learning experience, not a tangent from it. Keep the story clean and to the point. Furthermore, if a story doesn't quite match the concept you are trying to demonstrate, you may be better off omitting it. At exam time, students who remember a story from class should not be misled by its conclusions. When is the best time to tell a story for it to have the maximum impact? Schank (1990) suggest that stories should come after surprises, or expectation failures. When individuals have recognized flaws in their existing models of the world, they are open to correcting those models. Individuals are especially open to learning when the expectation failure and story are relevant to their goals. For example, suppose you had just come back from teaching a particularly frustrating day of class, where students' minds were wandering and you couldn't seem to engage the class. If at that moment, your colleague told you about how she had transformed her classroom environment by starting each lecture with a story that presented a real-world problem or mystery, and working through it over the course of the class session, you might be especially open to learning from that tale. For your students, framing stories with relevant problems (succeeding at a job, getting along with roommates) may help make them more likely to be attended to and recalled. Along the same lines, stories can be told from different points of view. Think about perspective when you're designing your lecture. You could describe an experiment from the researcher's point of view, but you might instead begin by telling the story of what a participant in that study experienced instead, to draw students into the situation. Imagine, for example, being a participant in the Asch conformity studies, with rising levels of confusion and doubt as your fellow participants continue to give wrong answers to a line judgment task. Stories can encourage empathy, and putting themselves in participants' shoes can sometimes help students understand the power of experimental situations. Varying the presentation of research to focus on a researcher versus a participant perspective can also help add spice to your lectures. In some types of courses, particularly smaller seminars, it may be appropriate to have students share stories from their own lives, and indeed, students may spontaneously do this even in larger courses. This is another form of active learning, and students may be even more attentive to a story told by their peers. An instructor's role might then be to link aspects of these narratives to theories or principles in the psychological literature. (Students may become frustrated with a course that appears to consist only of sharing individual experiences, without links to theory or research.) If individuals are likely to be sharing stories that may be sensitive - for example, struggles with psychological disorders, experiences with stereotyping or prejudice, - ground rules about respect for others, not discussing personal revelations outside the classroom, and the like should be established early. Can there be a downside to using stories in the classroom? One issue that psychology instructors sometimes face, especially in introductory and social psychology courses, is helping students to understand that personal experience isn't everything, and that psychological questions can be tested scientifically and evaluated with data. Your use of stories should be integrated with reference to empirical evidence, so that students do not come away with the impression that a single story, even an especially vivid and compelling one, should be understood as proof for a particular position. You may also want to solicit student feedback on your stories, especially if you are telling a particular story for the first time, or if you are new at introducing storytelling into your teaching. You might ask students to list stories that they found to be interesting and useful, and alternatively, note whether any stories seemed to wander or create confusion. At the end of class or after telling a story, you might take a minute or so to ask students to summarize the point of a story you told, to make sure that your message has been conveyed. Stories can serve another function that goes beyond the classroom. Shared narrative can be a force in creating community. Stories tie current students to traditions and people from the past. If an important event or discovery took place on your campus or in your town, let students know about it. Tell stories that embody the values of your discipline and your campus. Share your teaching stories with colleagues. When the effects of the methods used by preschool teachers in storytelling on the focus and attention span of the children, it is seen that the method of “telling using the computer” has the highest average attention span among the storytelling methods. When the literature on this situation is examined, similar results are encountered. Gök, in his research, came to the conclusion that when preschool teachers use information technology tools in the sufficient time and in a controlled manner, they have a positive effect on children's interests and attention levels. Ökten and ve Sauner-Leroy say that when written expressions are supported with visuals, it is easier to make sense and attract attention, thus increasing the attention span. In her research, Türe Köse concluded that book reading activities, which are not supported with visual and auditory elements, attracted attention for a short period of time, but the attention span of children was long in narratives that were supported with visual and audio elements. This situation is thought to stem from the effective use of audio-visual elements in the method of “storytelling by using the computer”. Another result of the research is that the applications made with the technique of "Reading from the story-tale book" have the second-highest average attention-getting time. Özyürek stated that one of the most effective methods of gathering students' attention is the effective use of sound. It is thought that the teachers who continue to read the book by reading from the story-tale book, use their voices effectively while reading the book, increase the attention span. Also, research suggests that reading audiobooks to children improves their vocabulary, independent reading and writing and listening comprehension. Another result of the research is that the applications made with the technique of "Reading from the story-tale book" have the second-highest average attention-getting time. Özyürek stated that one of the most effective methods of gathering students' attention is the effective use of sound. It is thought that the teachers who continue to read the book by reading from the story-tale book, use their voices effectively while reading the book, increase the attention span. Also, research suggests that reading audiobooks to children improves their vocabulary, independent reading and writing and listening comprehension. Reading activities in preschool education contribute to all areas of the development of children. The process of reading the book should be designed in the best way. According to the results of this research, in order for the children to understand the story being read and give their attention to the story, it will be realized by presenting the visual and audio elements appropriately for the purpose and using the voices of the teachers effectively. Another important point is that preschool teachers need to improve their story reading skills. It is thought that the fact that teachers receive effective book reading training and use their gestures and mimics will enable children to both understand the stories and follow them carefully. Listening is a considered as an important ability that has to be mastered. How well someone listens has a major impact on the quality of their relationship with others. Listening ability is also important to be mastered for its benefit in building a good communications. This problem was also faced by VIII A students of MTs as the subject of this study. The students’ listening achievement was categorized as poor. It could be seen from their score on pre-assessment test in a class that don’t can reach the minimum passing score. Therefore, it need some technique to improve students’ listening ability. The technique is called as storytelling technique. The aim of the study is to describe about teaching listening skill through storytelling improve listening skill at the second year students of one of school in the academic year 2017/2018. In collecting the required data, the writer did observation, test, and documentation. There were two cycles in this classroom action research. In which, each cycle are divided to four procedures namely; planning, acting, observing and reflecting and consists of two meetings. The results of pre-test and post-test were used to know the improvement of the students’ listening skill. Based on the research findings, it can be concluded that the process of teaching listening using storytelling is to improve the students’ listening skill. The mean score of pre-test was 48, 40 to 65 in post-test in first cycle and pre-test in 65, 86 to 80, 4 in post-test in second cycle. The students’ score was getting better in each cycle. It indicates that the students’ listening skill was improved. This action research study focused on improving the real condition of English teaching and learning process to reach the improvement of the student listening skills.