Storytelling is one of the most powerful pedagogical strategies in our teaching toolbox. The brain is constantly trying to connect new information to already existing experiences and information. Without these connections, the brain struggles. “It is difficult for the brain to remember content when it is removed from context. . . . We can create a more content-driven environment that makes learning memorable through real-life simulations [and] storytelling….” (Jensen, 2008).
Stories allow instructors to introduce disciplinary content in a real world context. Gallo (2022) noted that there is a significant difference between presenting and storytelling: “Presenters dump data. Storytellers humanize it.” According to John Medina’s Brain Rules (2014), during lectures, “audiences check out after 10 minutes, but you can grab them back by telling narratives or creating events rich in emotion.” Stories can peek student interest, tap prior knowledge, or bring facts to life. Narratives can show the human side of medical research or present historical facts in terms of human consequences. Stories may introduce or summarize the characteristics of effective leaders by examining the story of their companies. Seemingly disparate subjects such as supply-chain economics, sense of belonging, public health challenges, epidemiologic research, political polarization, and social media influencers can all be addressed through the stories of a pandemic. Stories also show the complexities of disciplinary knowledge, moving beyond the black and white of facts to their real-world implications.
Cognitive scientists describe the brain as a pattern-seeking organism, constantly trying to make sense of new information as it relates to existing knowledge or memories (Jensen, 2005; Medina, 2014; Scalise & Felde, 2017; Sousa, 2017; Springer, 2010). Effective instructors take advantage of this knowledge and use stories to connect their students to the content. They link the abstract to the concrete, and they establish a human or emotional connection to the subject. Arguably the most famous storyteller of all time, Jesus, understood the power of stories, as evidenced by his parables which still instruct millions of followers 2,000 years after being told.
For additional perspectives on storytelling in higher education,
check out these other resources.
The Power of Storytelling in the College Classroom
Educators’ Most Effective Attention-Grabbing Techniques
The Privileged Status of Story: Ask the Cognitive Scientist
Teaching Technique: Digital Stories
References
Gallo, C. (2022). Educators’ most effective Attention-Grabbing Technique: 5 Ways compelling teachers move beyond presenting to storytelling. Harvard Business Publishing, Education.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Virginia: ASCD.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand Oaks, Calif: Corwin Press.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Scaddan, M. A. (2016). 40 engaging brain-based tools for the classroom. New York, NY: Skyhorse Publishing.
Scalise, K., & Felde, M. (2017). Why neuroscience matters in the classroom: Principles of brain-based instructional design for teachers. Boston: Pearson.
Sousa, D. A. (2017). How the brain learns. Thousand Oaks, CA: Corwin, a Sage Publishing Company.
Sprenger, M. (2010). Brain-based teaching:) in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development.
