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Storytelling Techniques to Build Learning Communities #TBug2015
Storytelling Techniques to Build
Learning Communities
#TBug2015
Storytelling Techniques to Build
Learning Communities
Janet Bickel-Burton, M.L.S Instructional Designer III Texas Woman’s University
Institute of Health Sciences – Dallas
#TBug2015
Agenda
Learning Communities Our Storytelling Roots Teaching with Storytelling Research Blackboard Tools Finding Stories Q&A
Community Building
Learning Community: Interactions
Learning Communities: Goals
Foster a Culture of Learning
Work collaboratively together Deeper understanding of the subject Synthesize info to solve problems Build upon each other’s strengths & knowledge Develop respect for diversity & multiple perspectives Learning is the shared goal
“Finding good players is easy. Getting them to play as a team is another story.”
-- Casey Stengel, Baseball Hall of Fame
Stories Connect People
What story is being told here?
Storytelling Roots & Traditions
All Human Cultures Preserve Stories
• Paleolithic Humans: cave painting stories • Tombs and monuments: Egypt, China, and
Greece, Mayan civilizations • Stories existed before invention of wheel • Gilgamesh, 4000 year old epic poem-story • Cinderella / Yeh-Shen, basic story archetype
shared by 500+ cultures
Language connects us!
What is Storytelling? All Human Cultures Share Stories
Traditionally told for/by Adults: Why? Oral History: Recounting of Events Deal with Realities - Life, Humor Preserve culture, beliefs & norms Explains nature: pre-scientific rationales -
“Porquoi” (Why… rainbows, stars,..?) Stories ‘reserved’ for certain times of year
Humans are more alike than different
Our Storytelling Roots
“Storytelling is a fundamental aspect of being human: we make sense of the complex and unordered world of our experience by crafting story...”
-- Jerome Bruner
J. Bruner. (1990) Acts of meaning. Harvard University Press,
Cambridge, MA.
ANECDOTAL EVIDENCE Teaching with Stories
One day Story, dressed in his magnificent clothes, came across Naked Truth weeping by the side of the road. “Truth” said Story, “why do you weep so?”
“Oh, it's a terrible thing,” said Truth. “Every time I visit a house they welcome me at first, but as soon as I begin to speak the truth they turn me around and throw me out the door. Nobody wants me!”
“Oh, that is easily solved,” said Story. So he dressed Truth in beautiful robes of parable and fable, and ever since then Truth and Story have been welcome, together, wherever they go.
-- Adaptation of a Folk Teaching Tale Adapted from: Scott Pavelle’s retelling, storyteller at http://www pavellelaw com/nakedtruth html
Truth & Story…
Ancient Storytellers & Educators
Socrates - Socratic Method (470-399 BC)
Ask & answer questions to stimulate critical thinking
Plato (428-347 BC)
Thinking models - Concrete vs. Abstract concepts
Aristotle (384-322 BC)
Used stories to teach, how we remember or recall facts Studied differences between good and bad stories; stated that stories have a beginning, middle and end
Teaching with Stories: Case Studies
Business School Case Competitions
Points earned by applying business principles, teamwork, creativity, presentation clarity (storytelling)
Examine scenario & data to propose a
solution to a complex business problem Time limits 2-3 hours, in first round and 1-2 hours in second round
Archimedes Principle
Archimedes Principle –
King Hieron II suspected Goldsmith of cheating & using silver in his new gold crown. Archimedes asked to prove - solid gold or not?
– Greek math/science whiz – While in the public bath, realized that his body
weight displaced water - thus, water could measure volume
– Excited by his discovery, ran* through streets to tell the King his new idea (*some say naked) – shouting Eureka!
Archimedes Principle (physics) – measures density via buoyancy in water (or gas)
Teaching Chemistry: Yes, Stories!
“While many science students are not going to be enthusiastic about learning science, many will give you their ears for an entertaining story.”
“Storytelling …is a vehicle by which you can provide the who, what, where, when, and how of science.“ (p. 1615)
Folino, Deborah. A. (2001) Stories and anecdotes in the chemistry classroom Journal of Chemical Education, 78(12), 1615-1618. doi:10.1021/ed078p1615
plumbum
Teaching Chemistry: Yes, Stories!
“Many stories take only minutes to tell.”
Folino, Deborah. A. (2001) Stories and anecdotes in the chemistry classroom Journal of Chemical Education, 78(12), 1615-1618. doi:10.1021/ed078p1615
“It is a common misconception that there isn’t enough time to make stories a part of your science curriculum.” (p. 1617)
Teaching with Stories
NURSING Learning Communities -- weekly Clinical Groups Students select a patient, identify medical issues
& history (hear their story). Then, conduct research to learn about the disease, evidence-based treatment & outcome options. Write & share report -- synopsis of patient and
a hypothetical patient care plan.
Learning Benefits of Stories
Telling a story connects people emotionally where a direct approach cannot.
Humans are ‘wired’ to remember stories.
If students remember the story, they remember the point.
We live in a collaborative world! Oral literacy in listening for details is a critical skill for all students.
Invite students to include a short story in presentations.
Oral competency is a requirement of most universities. (QEP, accreditation, and others are checking standards!)
HOW do stories STICK??
Connects ideas or sequential events • Not a random jumble or memorized ‘list’ • Triggers memories
Converts abstract data into memorable facts
Involves human senses: audio, visual, taste, touch, smell
Promotes remembering, understanding, applying, analysis, evaluating, creating • Bloom’s Taxonomy
MADE to STICK Book by Chip Heath & Dan Heath
Image source: http://heathbrothers.com/download/mts-made-to-stick-model.pdf
RESEARCH Teaching with Stories
WHY do Stories WORK?
Stories try to influence, inspire or persuade.
“There is always a point: a seed, a message, or a concept upon which even the silliest of stories is anchored and that the writer wants the audience to absorb and consider.” (p. 103)
Haven, Kendall. Story Smart : Using the Science of Story to Persuade, Influence, Inspire, and Teach. Oxford, GBR: ABC-CLIO, 2014. ProQuest ebrary.
Teaching & Learning Research Kendall Haven studied “over 1,000 research findings, articles, and books from 16 separate fields of study.” (p. 59) Eight Essential Elements Model (of effective stories):
Provides superior retention (memory and recall) Provides improved understanding Creates context and relevance Creates empathy Provides superior engagement Better induces listeners/readers to pay attention Enhances the creation of meaning
Haven, Kendall. Story Smart : Using the Science of Story to Persuade, Influence, Inspire, and Teach. Oxford, GBR: ABC-CLIO, 2014. ProQuest ebrary.
Stories Stimulate Critical Thinking
Mental Models • Connect ideas & concepts into a stronger story • Use mental (or physical) “maps” to visualize, organize
or sequence information
Ask Questions • Directly or indirectly evaluate • Decision-making
Details • Connect the “dots” • Progression of story plot • Hierarchy
Pedagogy of Storytelling
Pedagogy of Storytelling
“Stories anchor our beliefs. If you have a story, the only thing that changes your mind is a better story.”
“Said in a more scientific way, if you have Prior Knowledge (right or wrong) saved into memory in story form, the only thing that will compel you to change that existing belief is information in a replacement story that is more powerful, influential, and effective than the original.” (p. 59)
Haven, Kendall. Story Smart : Using the Science of Story to Persuade, Influence, Inspire, and Teach. Oxford, GBR: ABC-CLIO, 2014. ProQuest ebrary.
Cognitive Skills Management
Schema: used to organize, retrieve and encode chunks of information ◦ Helps in recall & adds or alters misconceptions (like telephone game)
Stories can activate or connect prior knowledge (schema)
Cognitive Load ◦ Focus on a key concept in learning content ◦ Reduce “clutter” (or Information Overload) ◦ Scaffolding: summarizes prior knowledge and progressively
move students to use more complex levels of understanding
Cognitive Dissonance ◦ Prior beliefs or knowledge are strongly held “anchors” ◦ Are a challenge to re-teach factual information
Pedagogy of Storytelling
Blackboard Tools: Build Connections
Groups Tool ◦ Self-enroll or manual enroll
Communicate to explore & learn ◦ Discussion Board, Blogs, Journals, Wikis
Bb Collaborate ◦ Web conferencing – presentations, teaching ◦ Recordings (asynchronous)
Your thoughts…
Do you use Stories or Storytelling Techniques in Blackboard?
◦How and Why?
Blackboard Tools: Build Connections
FIND & TELL Teaching with Stories
Where to Find Stories…
Epic Poem-Stories
Myths, Creation Tales
Legends, Tall Tales, Biography
Folklore / Folktales
• Fairy Tales, Fables • Pourquoi Tales (How/Why of Nature) • Personal Narratives • Recorded History
Where to Find Stories…
Proverbs / Sayings
Metaphors
• Analogies & Parables • Similes, Antonyms
Anecdotes
Jokes (some, not all)
Atlas Obscura (online news) article, 11-9-2015: “Folk Remedy vs. FDA: the 25-year Battle”
Athropology student learned of a tree sap that treats fungal infections and some digestive issues.
Took 25+ years to earn recognition as a potential new drug,
Source: Atlas Obscura (11-9-2015) Link
Where to Find Stories…
Tips: Teaching with Stories Be engaging.
• Vary your tone and pitch. Limit gestures, use your eyes and facial expressions to enrich the story.
• Make eye contact with your listeners. Let them see that you see them! Use pauses to build suspense.
Go slowly.
• Don’t rush the story, let it unfold. (Timing, pacing.)
Include some quotations. (appropriate for biographies, etc.) • Hear the person’s own voice, questions and perspectives. • Quotations add realism; fictional (‘might have said...’)
QUESTIONS? Or, Short Stories?
#TBug2015
Thank you!
Janet Bickel-Burton, M.L.S Instructional Designer III Texas Woman’s University
Institute of Health Sciences – Dallas (and Storytelling Afficianado!)
Bonus Slides Due to time, the following slides were cut from the presentation:
2 community-building activities (framed by the fire, slides; fire is a traditional gathering element - think of our backyard BBQs today)
Bloom’s Taxonomy with Storytelling examples (idea inspired by storyteller, Fran Stallings – no re-use without her permission)
Tsunami story slide was not shown; shared the tale orally
Added content: Storytelling associations to learn more or attend their events or workshops
Community-Building
Activity: Build Connections
Find a partner 1) Introduce yourself
2) What is your favorite activity or interest that
you spend time doing? … nature, sports, crafts, animal rescue, camping, technology or other geeky stuff …
Time: 45 seconds / person
#TBug2015
Develop: Expert Communities
Team up with another pair-group
1) Introduce your partner & their interest
2) Identify a common interest within your group to explore, develop, or share
Total Time = 2 minutes
#TBug2015
Bloom’s Revised Taxonomy
Source: Iowa State University Center for Excellence in Learning and Teaching. www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf
BLOOM STORYTELLING
REMEMBERING Activate relevant cognitive memories. Recall specific details & facts: geography,
names, re-visualize scenes
UNDERSTANDING Construct meaning from oral, written or graphic communications. Discuss motivations, explain a scene Interpret a story’s message Retell this story in your own words
Inspired by & Adapted (with permission) from: Fran Stallings, Storyteller ~ Environmental Sciences / Japansee Folklore. www.franstallings.com/Performances/BloomsTaxonomy
#TBug2015
BLOOM STORYTELLING
APPLYING Implement story information in different ways. Relate to this story with analogies to other
events or personal experiences “Reminds me when …”
Organize sequential steps, using a map or chart
ANALYSIS Differentiate the parts, elements, relationships, or organizational principles in story. Distinguish or examine character roles “What was the first Problem in the story? Did
its Solution create a second Problem, and so on? [Many stories have this structure.]” (Fran Stallings)
Compare/contrast/critique this story with other tales
Fran Stallings, www.franstallings.com/Performances/BloomsTaxonomy
#TBug2015
BLOOM STORYTELLING
EVALUATING Use evidence or criteria to evaluate alternate solutions or solve the problem Debate or role-play using different viewpoints:
favor and challenges the other side’s arguments.
Discuss: Cite actions, dialog, misunderstandings.
CREATING Produce something new.
Sequel: Tell the further adventures of these characters together. Variation: Retell the story using different viewpoints or characters Genre: Write/tell/illustrate a new story of this type.
Fran Stallings, www.franstallings.com/Performances/BloomsTaxonomy
#TBug2015
Storytellers: Cultural Wisdom Keepers
December 26, 2004 - Indian Ocean Tsunami
One morning, the earth rumbled and shook a fishing village on the shores of the Indian Ocean. Birds started a frantic squawking. The villagers gathered their children and quickly walked two miles inland. They climbed the highest hills, waited and watched.
Within an hour came the tsunami. The village of San Souk was swept away by crashing waves. All one thousand people survived - unharmed. (No electronic media warnings were made. ) How did they know what to do?
An ancient story warned when the earth shakes, all people must run to the highest ground. Their ancestors had spoken across twenty generations - saving everyone - via the power of listening to (and passing along) an “old” story.
Source: http://www.cbsnews.com/news/the-animals-may-have-known *PS: An example of paying attention and saving ideas for later; heard this story just one time on TV reports.
Curious? Learn More… Tejas Storytelling Association (Texas & Southwest USA) ◦ www.tejasstorytelling.com
National Storytelling Network ◦ www.storynet.org/
National Association of Black Storytellers ◦ www.nabsinc.org/
International Storytelling Center (USA, Smithsonian affiliate) ◦ www.storytellingcenter.net/ ◦ Master’s Degree in Storytelling @ ETSU
Society for Storytelling (UK) ◦ www.sfs.org.uk/
*check on Social Media for Storyteller groups
