Storytelling is a great way to get the concept being taught cemented in learner’s minds. Hearing an example or story of a specific real-world situation where the concept occurred makes the information applicable to the learner causing them to remember it best. Emotions can have a major affect on how someone remembers a concept. If they remember how it made them feel, they may remember more than just from hearing it defined. Storytelling also lets learners have a break from actively learning and they can instead listen or engage in storytelling themselves. They don’t even know they are learning as much as they are. As Tate talks about, it puts a face to success, which allows a learner to know it is possible and they can do it too.
Application:An application of this would be telling a personal story about interviewing experiences. I could either give them an example of my previous interviews that were good or bad and if they seem to have them themselves, they could all share with one another as well. This would be a great way to start the interviewing section of the course, and to help them remember what they personally did good or bad and then apply that to what we learn about interviewing.
Assessment: Entry and Exit Tickets (Barkley & Major, 2016, pp. 91-95)For my formative assessment, I would do entry and exit tickets for the interviewing section. I would have them write their good and bad interviewing experience down for their entry ticket. For the exit ticket I would have them write down what they would change about how they interviewed in the past for their bad interview and anything that stuck out from the lesson that they didn’t know before. The analysis would be highest with this assessment. I would need to look at all of them and see what they had learned and if there was anything that needed to be revisited next class.